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Proceeding of International Conference on Islamic Education
Published by International Islamic Schools Alliance
ISSN : 25410113     EISSN : 27989151     DOI : https://doi.org/10.51425
Core Subject : Humanities, Science, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Physics Social Sciences
Proceeding of the International Conference on Islamic Education explores ideas and solutions for international Islamic education problems, such as (1) improving the quality of Islamic education management, (2) teaching and learning processes (3) educational measurement and evaluation, (3) curriculum, (4) education research and development, (5) child protection in education, (6) the role of the family in Islamic education, (7) the application of Islamic values ​​in Islamic education, and (8) improving the quality of teachers. Also, this proceeding will explore the best practice of Islamic education in several countries around the world. This educational process aims to create an excellent, productive, competitive, and solution generation for community development. Strengthening innovation and mastery of technology is an effective way to deal with globalization. Therefore, the most basic and the most important thing is to apply Islamic values ​​in the educational process.
Arjuna Subject : Umum - Umum
Articles 27 Documents
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The Effectiveness of the Assignment of Dialogue with Shiah and Apostacy Groups via Facebook in the Coursework of Dakwah Information Technology Muhamad Faisal Ashaari; Azimah Misrom; Badlihisham Mohd Nasir
Proceeding of International Conference on Islamic Education 2016: Proceeding of 1st International Conference on Islamic Education
Publisher : International Islamic Schools Alliance

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51425/icie.vi.2

Abstract

Nowadays, there are parties who deliberately spread doubts about Islam through the new media. Moreover, they attack Islam emotionally. Given that, students who pursue the course “Da'wah through Information Technology” in UKM are disclosed with those doubts and they are assigned to have dialogues with Shiite groups and apostate through Facebook. Indeed, the dialogue is a method of teaching and learning that can pass at least the third stage of Bloom Taxonomy and at the same time it can hone their skill of arguing. Students were asked to have dialogues with both groups to examine, to evaluate, to discuss, and to answer any doubt that they rise. This article discusses the findings of research on 50 students who pursue this course in Semester 1, 2013/14. The study found that this task really challenge the ability in arguing and students’ knowledge. Although they have tried the best, many feel that they could not convince their dialogue partners. Throughout the course, they have been using various means to develop the existing knowledge mainly referring the problem to friends and teachers in order to defend the argument in the dialogue. Therefore, this assignment can pass at least the third level of Bloom's Taxonomy and they feel that this is a good assignment and should be resumed for the next semester. This study recommends appointing the instructor to guide students in managing dialog efficiently.
Full Day School in an Effort to Improve the Quality of Education Nurul Aisyah
Proceeding of International Conference on Islamic Education 2016: Proceeding of 1st International Conference on Islamic Education
Publisher : International Islamic Schools Alliance

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51425/icie.vi.3

Abstract

Islamic schools are implementing full day school is almost spread to various regions in Indonesia. In addition to the output promising and school programs are laid out well, full day school is also an answer to concerns by parents about their children socially increasingly tense in the present era. Many false association that acted observation and child without parental control, on the other hand because parents are busy in a career that requires parents returned home late that afternoon after school child care is neglected. Full day school is a separate option for private schools in Indonesia, especially in Yogyakarta. Although the school has a full day school more hours spent in school, the output produced in accordance with the expected. However it is still said to be far from other countries. By using kaedah literature study, this article addresses the full day school as an effort to improve the quality of schools. Maximization of service, commitment, involvement of all parties, implementation of school programs that are clear, apply learning fun, extracurricular accordance with the interests of learners, scouting activities are directed, as well as the development of soft skills needed learners and strengthening technology in every activity into the basic aspects which must be done by a full day school.
The Implementation of EMU (English Moslem Union) Approach in Developing Islamic Studies and English Competence of UNTIDAR Moslem Students: (A Case Study Conducted at TIDAR University) Farikah Farikah
Proceeding of International Conference on Islamic Education 2016: Proceeding of 1st International Conference on Islamic Education
Publisher : International Islamic Schools Alliance

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51425/icie.vi.4

Abstract

The purpose of this research is to describe the implementation of EMU (English Moslem Union) Approach in developing islamic studies and English competence among the moslem students of Tidar University (UNTIDAR). EMU Approach is a way of developing Islamic studies as well as English competence. Through EMU, the students of UNTIDAR study Islam as well as English with Halaqoh model. Halaqoh is a term used in Islamic education. Halaqoh (circle) is used to describe a group with about 8 or 10 persons who learn islamic studies regularly. One of them is as murrabi (teacher) and the others are as mutarabbi (students). This descriptive qualitative study employed in-depth interviews, and on-site observation in collecting the data. Following Milles and Hubberman’s theory (1994), the writer analyzed the data through data reduction, data display, conclusion and verification. The triangulation was employed in checking the validity of the data. The results show that the implementation of EMU through Halaqoh model is an effective way to develop Islamic studies and English competence of Tidar University students. It can be seen from two indicators. The first, it can be seen from the students’ characters in terms of nature, attitude and habit.The second is from the students’ competence in English through discussion activities.
Innovation in Education through Student Final Project Muslimah Susilayati
Proceeding of International Conference on Islamic Education 2016: Proceeding of 1st International Conference on Islamic Education
Publisher : International Islamic Schools Alliance

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51425/icie.vi.5

Abstract

To optimize the role and education function, university needs realistic experiment, continuously develops itself to meet the challenge and society and industrial demand. That efforts can be done by preparing students for making innovation in education through research & development of the final project. This study is aim to provide an overview about the steps taken to provide student to create innovation in education. This is a library reasearch. The data was taken from written materials through literary studies. The result of study are showed that innovation in education can be done through student final project by using R&D experiment, action reasearh, and qualitatif reasearch. There are four steps in R&D experiment, those are 1) developing model; 2) validating model; 3) trial; and 4) analyzing the result of the trial and polishing model. Furthermore, in action research and qualitative reseach, objective of model formulation and development process are required. The product of innovation in education can be in form of a model, a method, a procedure, a book, a module, an evaluating instrument, and a learning program, that have been passed quality test so eligible to be used in education.
Forming Ideal Leader for Youth in the Future in the Challenging Globalization through Al-Ghazali’s Islamic Character Education Satiul Komariah; Slamet Setioboro
Proceeding of International Conference on Islamic Education 2016: Proceeding of 1st International Conference on Islamic Education
Publisher : International Islamic Schools Alliance

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51425/icie.vi.6

Abstract

In Islam, leader has been exemplified by Prophet Muhammad, but many of today leaders are far away from the examples provided by him. They ignore the most important essences of being a good leader. Finally, they are not ready to face the globalization. Abū Hamid Muhammad ibn Muhammad ibn Muhammad al-Ghazali Tusi al Safi'i, known as al-Ghazali was a hujjah or writer of Islam (1058-1111 AD) with the concept of deeper thought leaders emphasizes the substantial aspects of the religion values than in terms of formal-symbolic, uniting what has been ommited from the leader; the concept of democracy. There are three formulation to achieve an ideal leader following al-Ghazali; first, the concept of an ideal leader according al-Ghazāli, second, the type of thought leadership of al-Ghazali. third, the relevance of the thought of al-Ghazali in the field of character education for the young generation as potentials for the ideal future leaders. This research employs library research method. The research found that the type of ideal leader according to al-Ghazali is the leader of morals; of fair-ness, and has integrity, competence, mastery in the field of state and religion. Intellect, religion, and morality have a great influence and role. These are expected to be able to prevent the destruction and damage within a nation and makes the society prosperous with a moral that supported religion as its foundation. Finally, they have enough provisions to face the globalization.
The Early Childhood Learning Models Based on the Local Wisdom in Madrasah Qudsiyyah Kudus Khasan Ubaidillah
Proceeding of International Conference on Islamic Education 2016: Proceeding of 1st International Conference on Islamic Education
Publisher : International Islamic Schools Alliance

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51425/icie.vi.7

Abstract

This research is motivated by the declining phenomenon of the Kudus society’s understanding on local wisdom which becomes the character and philosophy of their life, that is Gusjigang which contains the characters of Bagus Lakune (good behavior), Iso Ngaji (good at reciting Qur’an and ‘Kitab Kuning’), and Iso Dagang (good at trading/merchant). Thus it is necessary a means that can be a solution to reaffirm the understanding values of Kudus society. For the author, the agenda of strengthening the local wisdom values will be more effectives when carried out through education and integrative learning that unify text and context of life. Due to this means will facilitate the achievement of local wisdom understanding through the material and the interaction that occurs between individuals in learning. In order to get more influential impact, then it presumably should begin at the early age, as implemented in Madrasah Qudsiyyah Kudus. Since in the golden age, the absorbing power of the child's brain on the received knowledge is much greater than when they had grown and mature, therefore by implementing Gusjigang values (local wisdom of Kudus) in the early age of children will leave a positive behavior as the foundation for their future. This research aims to take a picture in detail about the early childhood learning in Madrasah Qudsiyyah comprehensively, thus the expectation is to find an ideal learning model related to the local wisdom-based learning for the early age children.
Science Generic Skills Improvement through Student Centered Learning Siska Desy; Fatmaryanti Fatmaryanti; Sarwanto Sarwanto
Proceeding of International Conference on Islamic Education 2016: Proceeding of 1st International Conference on Islamic Education
Publisher : International Islamic Schools Alliance

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51425/icie.vi.8

Abstract

This study was aimed to determine the effectiveness of student centered learning (SCL) in improving science generic skills of high school students. The study was confined to the application of the 2 models based on SCL are guided inquiry model and multiple representations model. This research was quasi experiment with a control group pretest-posttest design. The study was conducted in 2 high schools in Purworejo district. The independent variable was a guided inquiry model in the first study while in the second study was multi representation model. Both studies had the same dependent variable, namely science generic skills of high school students. Results of research have shown that this two learning models are proven more effective in improving science generic skills of high school students than conventional learning model.
Fulfillment of Gender Needs of Students at School Tiyas Nur Haryani; Ismi Dwi Astuti Nurhaeni; Azyani Zulfatindayu; Muchtar Hadi; Priyanto Susiloadi
Proceeding of International Conference on Islamic Education 2016: Proceeding of 1st International Conference on Islamic Education
Publisher : International Islamic Schools Alliance

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51425/icie.vi.9

Abstract

Education is an important factor in building the country. Educating a child means building the nation. Nowadays, education takes place more in the secondary scope than in family environment. Schools play an important role in educating children in cognitive, affective, and psychomotor aspects. In Indonesia, the case of sexual abuse to children increases currently. The cases of sexual abuse result from unequal gender relations. Gender-responsive schools develop in line with the policy of gender mainstreaming in Indonesia. The school environment needs to meet the practical and strategic gender needs of its students. The results of this research described the students’ needs for gender in the school environment. Gender needs are expected to support zero sexual abuse of children. The research was conducted in the Senior High School in Sragen, Central Java Province, Indonesia representing Soloraya area. Primary data was collected through questionnaires with random sample. Data was presented in tables, charts and descriptions. The results showed the fulfillment of practical and strategic gender needs has not been optimal in schools in Sragen regency. The number of sexual abuse against children is still high due to the lack of monitoring. The results of this study recommended the collaboration to be strengthened in order to reduce gender-based violence and the development of institutional gender mainstreaming at schools.
Inculcated Values by Parents to Early Children Nur Cholimah; Rita Eka Izzaty; Budi Astuti
Proceeding of International Conference on Islamic Education 2016: Proceeding of 1st International Conference on Islamic Education
Publisher : International Islamic Schools Alliance

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51425/icie.vi.10

Abstract

Value education on early children is one of important priorities to shape children’s strong character and personality. Therefore, this research is aimed at exploring inculcated values by parents to early children. The respondents of this survey research were 45 parents who had children age 4-6. The research was conducted in An-Nuur Early Childhood Education Program, Krapyak, Sleman, Yogyakarta. To collect the data, this research employed open questionnaire. The respondents (parents) were asked to choose values expected and taught to children. On the instrument, there were 10 important values to choose by the respondents. They were: honesty, comity, manners, discipline, independence, respecting others’ right, modesty, social responsibility, empathy, and bravery. Furthermore, the parents were asked to write down unwritten values on the questionnaire. Then, the respondents were asked to rank the values based on the priority of shaping children’s characters. Based on the values ranked by parents, the are 4 categories of values taught to children, starting from the most to the least important. They are: 1) honesty, comity, and anners; 2) harmony, discipline, independence, and respecting others; 3) modesty and social responsibility; and 4) empathy, gratitude, bravery, and patience. The instrument is in the form of open questionnaire which consists of various values frequently transmitted by parents to early children.
Governing Indonesia’s Secondary Education System: Challenges and Opportunities for Improvement in the Province of Yogyakarta Astrid Meilasari Sugiana; Jumintono Jumintono
Proceeding of International Conference on Islamic Education 2016: Proceeding of 1st International Conference on Islamic Education
Publisher : International Islamic Schools Alliance

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51425/icie.vi.11

Abstract

This paper focuses on government policies for improving secondary education in decentralized Indonesia. The research combines policy evaluation in the field of education through mixed methods, namely the top down method measuring the effectiveness of Indonesia’s policy reforms in numerical terms and the bottom up ethno-methodological approach incorporating soft system methodology for complementing policy evaluation. Data analysis was done by examining the distribution of narratives provided by the respondents and carrying out a thematic analysis in which emerging themes were used to produce a complex and coherent narrative of the discourse emerging from the case study site in Yogyakarta Province, Indonesia. The education system in modern Indonesia is marked by the tension between the centralized policy strategy of the Suharto period and the reactive strategy of Post-Suharto decentralization. During his current administration, President Joko Widodo promulgated education policies focusing on basic education reforms in five major areas, namely (i) facilitating the expansion of education facilities across Indonesia through the public and private sector (expansion of facilities and infrastructure in terms of quantity and quality), (ii) making basic education more affordable and accessible across regions and social-economic indicators (accessibility), (iii) improving the quality of educators, service and outputs in basic education (quality), (iv) increasing the relevance of basic education to the demands of tertiary education, the labor market and local economic development (relevance), and (v) good governance and accountability of Indonesia’s basic education system (accountability and public responsiveness). In conjunction with the government and the market in education, indigenous social and political groups have played significant roles in developing the secondary education system in Indonesia. Moreover, these groups have also improved pupils’ performance and pupils’ learning outcomes by improving the extent and quality of the services they provide in comparison to those provided by public schools run by the government. Individualized services which cater to the needs, backgrounds and interests of the consumers have had profound impacts on enrollment, retention, motivation and pupils’ character, knowledge, technical competence and competitiveness. This makes the education system more engaging, empowering and inclusive while taking into account its comprehensiveness. This also aids in promoting learning communities for complementing the government induced education system, for protecting children and for providing a holistic and integrated education services.

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