Sunan Kalijaga International Journal on Islamic Educational Research
Sunan Kalijaga International Journal on Islamic Educational Research invites scholars, researchers, and students to contribute the result of their studies and researches in the areas related to Islamic Education, which covers textual and fieldwork investigation with various perspectives of Education Curriculum, philosophy, Management, history, theology, sociology, anthropology, political science, and others.
Articles
120 Documents
<![CDATA[BATIK EXTRACULICULAR AS A MEANS OF PLANTING VALUES OF CULTURE ]]>
<![CDATA[Pangestu Cahyo Gumelar]]>
<![CDATA[ Sunan Kalijaga International Journal on Islamic Educational Research Vol 3 No 2 (2019) ]]>
Publisher : <![CDATA[Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga ]]>
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DOI: 10.14421/skijier.2019.2019.33.03
<![CDATA[Abstract: Schools are part of the community, therefore schools must be able to strive for the preservation of the cultural richness of the community. Giriloyo Village, Imogiri, Bantul as an area that still preserves batik activities, and even batik becomes the main livelihood for several families. To continue to maintain this cultural heritage, MI Ma'arif Giriloyo I included batik extracurricular into local content that must be taken by students. This extracurricular batik aims to instill cultural values so that students can foster a sense of love for their own culture. This type of research is qualitative research. Data collection techniques using the method of observation, documentation, and interviews. The object of this research is the implementation of batik extracurricular activities. With the subject of the Madrasah Head, Batik Extracurricular Teachers, students in grade V. Data analysis methods developed by Miles and Huberman are data reduction, data display, and conclusion drawing/verification. Test the validity of the data using reference material. The results of this study indicate that: 1) The batik extracurricular implementation is carried out consistently and systematically according to the learning steps starting from the introduction, core and closing activities. 2) The teacher develops the creativity of students by giving them freedom of expression and constant practice. 3) The inhibiting factors in batik extracurricular implementation are the lack of class hours, the amount of equipment that is not balanced with students, there is no specific place for batik practice. Factors supporting the implementation of batik extracurricular include the community environment, high student interest.]]>
<![CDATA[SHARENTING IN THE PERSPECTIVE OF ISLAMIC EDUCATION ]]>
<![CDATA[Fitria Fauziah Hasanah]]>
<![CDATA[ Sunan Kalijaga International Journal on Islamic Educational Research Vol 3 No 2 (2019) ]]>
Publisher : <![CDATA[Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga ]]>
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DOI: 10.14421/skijier.2019.2019.33.05
<![CDATA[This article discusses “sharenting” (sharing representations of one’s parenting or children online) in the perspevtive of Islamic education. The term “sharenting”, coined from “share” and “parenting”, When parents share information about their children online, they do so without their children’s consent. Lack of legal regulations regarding the protection of children’s privacy online was also pointed out. sharenting has become a subject of research by increasing numbers of scholars worldwide, but the knowledge of this phenomenon is still meagre. This Article explores potential legal solutions to this issue and offers a set of best practices for parents to consider when sharing about children online in the perspevtive of Islamic education that Sharenting must be done by parent by maintaingin four principles : Maintain the nature of children (al muhafazoh), Develop childrens potential (at tanmiyah), With clear directions (at taujih), and Gradually (at tadaruj).]]>
<![CDATA[IMPLEMENTATION OF SCHOOL LITERACY MOVEMENT IN INSTILLING CHARACTERS TO READ LOW GRADE STUDENT IN THE INTEGRATED ISLAMIC SD LUKMAN AL HAKIM SLEMAN ]]>
<![CDATA[Yuli Setiawati]]>
<![CDATA[ Sunan Kalijaga International Journal on Islamic Educational Research Vol 3 No 2 (2019) ]]>
Publisher : <![CDATA[Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga ]]>
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DOI: 10.14421/skijier.2019.2019.33.04
<![CDATA[The purpose of this study is to describe the implementation of school literacy movement in instilling characters to read low-grade students in the integrated Islamic SD Lukman Al Hakim Sleman. This research is included in qualitative research. The design of this research uses a single case study approach for collection through observation, interviews, and documentation. The data analysis techniques in this research use data reduction, data presentation, and conclusions. The validity test in the study uses data source triangulation and triangulation method. The findings of the research is the implementation of school literacy movement in instilling characters to read low-grade students in integrated Islamic SD Lukman Al Hakim Sleman has been implemented using the method of 15 minutes reading. GLS conducted at the integrated Islamic SD Lukman Al Hakim Sleman focuses on reading with the aim of instilling characters to read in low-grade students. Through the implementation of school literacy movement in instilling the optimal character of reading, and motivating and giving the spirit for the students to read will create the character to read the good students and shape the love of Students to Reading.]]>
<![CDATA[THE IMPLEMENTATION OF DYNAMIC ASSESMENT STRATEGIES BASED ON THE MORAL AND RELIGIOUS VALUES TOWARD THE EARLY CHILDHOOD ]]>
<![CDATA[Maulida Maulida]]>
<![CDATA[ Sunan Kalijaga International Journal on Islamic Educational Research Vol 3 No 2 (2019) ]]>
Publisher : <![CDATA[Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga ]]>
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DOI: 10.14421/skijier.2019.2019.33.08
<![CDATA[This study uses qualitative methods of observation, interviews, and documentation studies. This problem is motivated by a child who experiences delays in the development of religious and moral values. The purpose of this study is to describe how teachers implement dynamic assessment strategies based on moral values in children aged 4-5 years. Then the data were analyzed using Miles & Huberman analysis. The results show that the form of research used by the teacher concerned for children with the initials BC is a form of observation checklist assessment, portfolio worksheets, anecdotes. Various ways and activities applied by teachers in providing stimulus to children with the initials BC. Children with the initials BC have experienced the development of moral religious values, and the level of development of children is at the stage of developing (MB). Keywords: Dynamic assessment, development, moral religious values]]>
<![CDATA[HEUTAGOGY IN THE COURSE OF PESANTREN EDUCATION (CASE STUDY AT PESANTREN SALAF AL-LUQMANIYYAH) ]]>
<![CDATA[Munganatl Khoeriyah]]>
<![CDATA[ Sunan Kalijaga International Journal on Islamic Educational Research Vol 3 No 1 (2019) ]]>
Publisher : <![CDATA[Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga ]]>
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DOI: 10.14421/skijier.2019.2019.31.07
<![CDATA[Pesantren, the Islamic boarding school, is the oldest Islamic education in Indonesia and is constantly undergoing changes from time to time. This research uses the qualitative approach. This study aims to describe the application of the heutagogy method in the growth of pesantren education. The results of this study indicate that the Al-Luqmaniyyah salaf Boarding School has already applied the heutagogy learning method, it means that pesantren education precedes the Westerners in terms of its utilization. Through the study and discussion of Kitab Kuning (yellow-colored textbooks about Islamic knowledge), students determine their systems, study materials, and problems to find a solution. Sources of learning for students are not only limited by the Kitab Kuning, but students can also have access through the internet, online books and applications with trusted sources. PSDS is responsible for managing the talents and interests of the santri (a term used in Pesantren to call an apprentice), as well as training santri skills by making films, recording, creativity, writing, making advertisements, making interesting contents on social media. LP2M Al-Luqmaniyyah with its various divisions is required to channel and facilitate what the community needs from the students as they can also learn from the community it self. Keywords: Heutagogy, Islamic boarding school education.]]>
<![CDATA[EARLY CHILDHOOD ISLAMIC EDUCATION IN DISRUPTION ERA ]]>
<![CDATA[Aulia Wahyunisa]]>
<![CDATA[ Sunan Kalijaga International Journal on Islamic Educational Research Vol 3 No 1 (2019) ]]>
Publisher : <![CDATA[Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga ]]>
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DOI: 10.14421/skijier.2019.2019.31.04
<![CDATA[Islamic Education for Early Childhood should be based on the values of manners, characters or moral animated by the Al-Quran and Sunnah. Achieving manners, characters or the perfect moral are the real purpose of education. Additionally, manners, characters or morality is a basic foundation of one's life in society and the state. The purpose of this paper is to know more clearly what is Early Childhood Islamic Education (PIAUD), and how these concepts in disruption era. The conclusion is the Early Childhood Islamic Education will get more from a family environment, education as a preparation for the child to live in the larger environment, the people. The education should be given to early children is 1) Faith Education and Investment 2) Worship Education and Investment 3) Character Education and development. The Islamic concepts of early childhood education in the era of disruption must start from the family as the first education for children. And the things that must be waged to the families in order to instill the concept of Islamic education itself are: 1) Parents should understand their roles and responsibilities; 2) Family as the first education for children; 3) Commitment to being a good educator for children: 4) Modelling the Prophet as an example; 5) Choose a good school for the children; 6). Being a parent does not have to know everything. And all the concepts of Islamic education will be given to the children by doing the method of habituation, modelling, giving good advice, every attitudes should be punished or rewarded, ordering and prohibiting.]]>
<![CDATA[ISLAMIC VALUES FROM THE WORK OF BUILDING CULTURE OF KARATON YOGYAKARTA ]]>
<![CDATA[Erma Yusmi]]>
<![CDATA[ Sunan Kalijaga International Journal on Islamic Educational Research Vol 3 No 1 (2019) ]]>
Publisher : <![CDATA[Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga ]]>
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DOI: 10.14421/skijier.2019.2019.31.05
<![CDATA[Karaton Yogyakarta has Islamic Values or can be called Islam as the official religion of Karaton which includes spiritual activities and physical activities that can’t be separented from symbolic meaning. The results of architectural works in the from of buildings which are historical relics of Karaton Yogyakarta need to be preserved. Preserved not only in the form of cultural form, but also related to Islamic values contained in the form of these objects. The result of this study indicate that, in the cultural work of the building of the Karaton Yogyakarta there are aspects of Islamic values, which is the aspect of the value of ilahiyyah (human relationship with God) and the value of insaniyyah (human relationship with fellow beings) is seen in the shape of the building. Such as the shape of the Yogyakarta Monument building as well as the form of the Ghede Kauman mosque. From the work of building culture has meaning in the aspect of ilahiyyah value, that human beings are commanded to always remember and carry out the command of Allah to be human beings to Allah almighty. And the aspect of insaniyyah value, that doing good and benefiting fellow humans is therefore one form of taqwa to Allah Almighty.]]>
<![CDATA[AL-QUR’AN AS AN “OPEN BOOK” IN EDUCATIONALPERSPECTIVE ]]>
<![CDATA[Mahmud Arif]]>
<![CDATA[ Sunan Kalijaga International Journal on Islamic Educational Research Vol 3 No 2 (2019) ]]>
Publisher : <![CDATA[Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga ]]>
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DOI: 10.14421/skijier.2019.2019.33.01
<![CDATA[Especially after the first age of Hijra, Muslims have been merely concerning with the issues of Qur’anic spelling, the rules of reciting the Qur’an correctly, and has just been giving attention to memorising Qur’anic verses. They paid a little attention to the dialogical aspect of the Qur’an so that they left behind. Qur’anic revelation that has proceeded gradually was one of apparent evidence for the meaning of dialogical aspect characterising “progressive revelation” of the Holy Book. Such revelation mode has reflected the existence of creative interaction among the Will of God, the empirical reality of life, and the demand of receiver society. The other evidence of its’ dialogical aspect was the first revelation to the Prophet containing instruction of reading. Based on this spirit, naturally, the Qur’an has been named with “the Book of education”. Like a living text, the Qur’an has positioned the receiver community of revelation as a partner of communication to open dialogue and communication occurring as in education rooms. In this matter, the relevance of educational Qur’anic interpretation can be elaborated. Educational perspective is a part of intellectual efforts to find out and to formulate prescriptions of education in the Qur’an, and a part of endeavours to position it as a source of knowledge and civilisation without neglecting the meaning of empirical realm and human intellectual capability as prime sources of science and civilisation. In educational perspective, the miracle of the Qur’an is more depicted from its’ transformative influences to mentality and mindset of Muslims, so at the first period of Islamic history in the past time, they have succeeded gaining the preeminent cultural achievements.]]>
<![CDATA[WHY ISLAMIC EDUCATION NEEDS TO BE INTERNALIZED IN EARLY CHILDHOOD: A QUALITATIVE STUDY OF INDONESIAN PARENTS’ PERSPECTIVES ]]>
<![CDATA[Firdha Hayati]]>
<![CDATA[ Sunan Kalijaga International Journal on Islamic Educational Research Vol 3 No 2 (2019) ]]>
Publisher : <![CDATA[Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga ]]>
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DOI: 10.14421/skijier.2019.2019.33.02
<![CDATA[Abstract: The emergence of Islamic education schools has become a trend nowadays in Indonesia. Madrasah Ibtidaiyah, Integrated Islamic Elementary School, Islamic Junior High School and Senior High School, Madrasah Aliyah even Integrated Islamic Kindergarten and Raudhatul Athfal and Aisyiyah Bustanul Athfal (ABA) Kindergarten are widely known among the community. Many parents choose Islamic early childhood education to be their main choice. This study aims to explore why Islamic education needs to be internalized in early childhood. This study was conducted from 19 July 2019 to 20 August 2019 in some cities in Indonesia. A purposeful sampling method was used to select ten eligible participants. Data were collected through face-to-face, semistructured interviews and were analyzed using the conventional content analysis approach. Two categories emerged from the qualitative data including “creating Islamic environment,” and “the program offered is interesting”. According to the results, although the participants decided to choose the Islamic education for their children by selecting the Islamic school, they should consider that they must internalize the Islamic education in family by being role model for their children.]]>
<![CDATA[THE DYNAMIC SURVIVAL OF PESANTREN IN INDONESIA A BRIEF EXPLANATION FOR DEVELOPMENT OF THE TRADITIONAL MUSLIM EDUCATION ]]>
<![CDATA[Mahmud Arif]]>;
<![CDATA[Siti Fatonah]]>;
<![CDATA[Abda Billah Faza MB]]>
<![CDATA[ Sunan Kalijaga International Journal on Islamic Educational Research Vol 4 No 1 (2020) ]]>
Publisher : <![CDATA[Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga ]]>
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DOI: 10.14421/skijier.2020.41.04
<![CDATA[After the ratification of Pesantren's Law, the existence of pesantren (Islamic boarding school) more be recognized as an integral part of the national education system. Historically, it has much uniqueness. In the modern era, its dynamics in Indonesia faced problematic situations: the pressure of the colonizers and the modernization of the educational system that provide disadvantages. Also, the decline of the centers of Islamic culture has residues. On one side, such situations force pesantren to take extra careful steps to look less agile in reforming its educational and institutional system in the context of the fulfillment of its traditional functions. On the side, the tradition of Islamic science developed is deemed to be very close to the Sufistic-juristic inclination that belongs to the non-puritan school. As the penetration of the modernization in the national education system is gradually accepted, its dialectical pattern has pushed pesantren to take the convergent process that makes this institution to compete as an educational institution and education provider as well.]]>
