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Imam Machali
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Faculty of Tarbiyah and Education State Islamic University (UIN) Sunan Kalijaga Yogyakarta, Indonesia
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INDONESIA
Jurnal Pendidikan Islam
Published by Universitas Islam Negeri Sunan Kalijaga Yogyakarta
ISSN : 23019166     EISSN : 23563877     DOI : https://doi.org/10.14421/jpi.2018.71.185-207
Core Subject : Education,
Other
The journal focuses its scope on the issues of Islamic Education in Southeast Asia. We invite scientists, scholars, researchers, as well as professionals in the field of Islamic Education in Southeast Asia to publish their researches in our Journal. The journal publishes high quality empirical and theoretical research covering all aspects of Islamic Education in Southeast Asia. Deradicalization of Islamic Education Philosophy of Islamic Education Islamic Education Policy Gender and Islamic Education Comparison of Islamic Education Islamic Education and Science Nusantara Islamic Education Pesantren Education Islamic Education and Social Transformation Leadership of Islamic Education Figure of Islamic Education Islamic Education Management Curriculum of Islamic Education Innovation of Islamic Education Madrasah Education
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 293 Documents
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Pendidikan Agama Islam Berbasis Anti Terorisme di SMA Novan Ardy Wiyani
Jurnal Pendidikan Islam Vol 2 No 1 (2013): DERADIKALISASI PENDIDIKAN ISLAM
Publisher : Faculty of Tarbiyah and Education State Islamic University (UIN) Sunan Kalijaga Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2013.21.65-83

Abstract

“PAI” teachers are required to be able to create a healthy climate of religion to avoid the Islamic radicalism in high school. One effort that can be done by the ”PAI” teachers is to practice the de-radicalization of Islamic education through the integration of education values on anti-terrorism in teaching-learning of “PAI”. The educational values of antiterrorism that will be integrated into the teaching-learning of “PAI” included citizenship, compassion, courtesy, fairness, moderation, respect for the other, respect for the creator, self-control, and tolerance. Then, they are integrated into the learning objectives, learning materials, learning experiences, and evaluation of learning.
Deradikalisasi Islam dalam Perspektif Pendidikan Agama Zuly Qodir
Jurnal Pendidikan Islam Vol 2 No 1 (2013): DERADIKALISASI PENDIDIKAN ISLAM
Publisher : Faculty of Tarbiyah and Education State Islamic University (UIN) Sunan Kalijaga Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2013.21.85-107

Abstract

Physical or nonphysical terrorism is a form of radicalization that is considered the most extreme for applying new methods of a relative in radicalization religion. The ideological war which is considered as the most advanced form of radicalization is a continuation of the religious world and the radicalization of form since 2000 in Indonesia. To reduce the various forms of religious radicalization, formal education is developed in Indonesia. The religious radicalization is a variant of the extreme movement that could be detrimental to Muslim in Indonesia based on data of literature, media studies, and field observations.
Respon Nahdlatul Ulama (NU) Terhadap Wahabisme dan Implikasinya Bagi Deradikalisasi Pendidikan Islam Ahmad Shidqi
Jurnal Pendidikan Islam Vol 2 No 1 (2013): DERADIKALISASI PENDIDIKAN ISLAM
Publisher : Faculty of Tarbiyah and Education State Islamic University (UIN) Sunan Kalijaga Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2013.21.109-130

Abstract

The rise of Islamic radicalism action that is more expansive in Indonesia because of Wahhabism's actions. This group often “mengkafirkan” “mensyirikkan”, “membid’ahkan” other groups of Muslims. The actions may grow Islamic radicalism. “NU” is one of the other groups of Muslims who faithfully practice the number of religious rites such as “tahlil”, “ziarah kubur” (pilgrimage to grave), “maulid”, is often made as to the target of this Wahhabi. Therefore, a number of people from both the structural and cultural of “NU” have done the consolidation to respond to the expansion of Wahhabism.
Membangun Kesadaran Inklusifmultikultural untuk Deradikalisasi Pendidikan Islam Andik Wahyun Muqoyyidin
Jurnal Pendidikan Islam Vol 2 No 1 (2013): DERADIKALISASI PENDIDIKAN ISLAM
Publisher : Faculty of Tarbiyah and Education State Islamic University (UIN) Sunan Kalijaga Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2013.21.131-151

Abstract

There are still many acts of terrorism that are as concrete evidence of how the use of the security approach alone isn’t effective enough to eradicate terrorism and Islamic radicalism to its roots in Indonesian. Therefore, various approaches to handling terrorism and Islamic radicalism must also be constantly pursued. That is the de-radicalization program through the nuances of Islamic education multicultural inclusiveness. In this case, they should pay attention to curriculum factors, educators, and educators use learning strategies.
Struktur Politik dan Deradikalisasi Pendidikan Agama Bagi Anak Muda di Indonesia Mohammad Iqbal Ahnaf
Jurnal Pendidikan Islam Vol 2 No 1 (2013): DERADIKALISASI PENDIDIKAN ISLAM
Publisher : Faculty of Tarbiyah and Education State Islamic University (UIN) Sunan Kalijaga Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2013.21.153-171

Abstract

This paper addresses the issue of youth susceptibility to radicalization that has been a major concern since report finding suggesting a high number of youth support and participation in radical groups. Using political opportunity theory in social movement studies, this paper discusses the macro context of radicalization among youth. It shows that changes in the social and political landscape in Indonesia have motivated the shift of focus of Islamist movement toward mobilization at the social level as an alternative to failing political activism in parliament. In addition to this macro context, this paper illustrates the forms of social millie in schools that are critical to radicalization in schools. It concludes that the key to radicalization in school does not primarily lay in a religious teaching curriculum but on condition and activities outside the classroom that allows the transmission of radical narratives among students.
Pancasila dan Deradikalisasi Berbasis Agama Nur Khalik Ridwan
Jurnal Pendidikan Islam Vol 2 No 1 (2013): DERADIKALISASI PENDIDIKAN ISLAM
Publisher : Faculty of Tarbiyah and Education State Islamic University (UIN) Sunan Kalijaga Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2013.21.173-196

Abstract

Pancasila is the state foundation and national philosophy that is received by the majority of the Indonesian people. Religious education with no concept of Pancasila makes only the generation of separation instead of national integration that is needed by the nation of Indonesia. Religious education must be the education of sensitive peace, sensitivity to people’s issues, and social justice that is an important part of the Pancasila and the needs of our nation. Religious education becomes an important part to increase faith, to have a good nation, and to make a good believer and patriotic.
Kesadaran Multikultural dan Deradikalisasi Pendidikan Islam: Pengalaman Bhinneka Tunggal Ika dan Qabul Al-Akhar Zuhairi Misrawi
Jurnal Pendidikan Islam Vol 2 No 1 (2013): DERADIKALISASI PENDIDIKAN ISLAM
Publisher : Faculty of Tarbiyah and Education State Islamic University (UIN) Sunan Kalijaga Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2013.21.197-215

Abstract

In Indonesia, a plurality of historical religion, ethnic, culture, and language madenational consciousness in the historical course up to now. This phenomenon made the public disappointed, especially regarding the rise of intolerance, and violence. This article is about the importance of multiculturalism as an alternative to develop peacefully life awareness and togetherness in the context of national and universal humanity. In this case, the multiculturalism necessitates coexistence, openness, recognition, understanding, acknowledgment, and appreciation. The comparison between Indonesia and Egypt in building multicultural awareness, especially through the philosophy of unity in diversity and Qabul al-Akhar.
Filsafat Tarbiyah Berbasis Kecerdasan Makrifat Abdul Munir Mulkhan
Jurnal Pendidikan Islam Vol 2 No 2 (2013): FILSAFAT PENDIDIKAN ISLAM
Publisher : Faculty of Tarbiyah and Education State Islamic University (UIN) Sunan Kalijaga Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2013.22.219-239

Abstract

Philosophy is the source of science and technology. The practice of Islamic Education works without being guided by Tarbiyah (Islamic Education) Philosophy, but by secular thinking, It develops without orientation and it is hard to compete with others. It’s time the Islamic education practice to guiding by the Tarbiyah Philosophy, Tarbiyah Theories, and Tarbiyah Technology which is structurally and functionally built from Islamic philosophy. As of the basic idea of Islamic philosophy, the essentials of Tarbiyah Philosophy are Ma’rifat Quotient which means the activity for understand and realize the presence of God in whole life, activities of man; that also means the knowledge about God and intimate relationship with Him. The practical of Tarbiyah Philosophy based on Ma’rifat Quotient it both a creative solution for all kinds of education problems and an alternative educational model. Based on Ma’rifat Quotient, it can be used to develop boarding school in a more efficient way to accelerate qualities learning only 8 years for elementary to senior high school before joining the university.
Epistemologi Pendidikan Islam; Studi Kurikulum SMA MTA Surakarta Toto Suharto
Jurnal Pendidikan Islam Vol 2 No 2 (2013): FILSAFAT PENDIDIKAN ISLAM
Publisher : Faculty of Tarbiyah and Education State Islamic University (UIN) Sunan Kalijaga Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2013.22.241-261

Abstract

It is the fact that religious extracurricular learning is done differently and variously by each educational unit level. The interesting phenomenon happens in which is a learning process of religious education extracurricular at a high school of MTA Surakarta. The high school is registered as the list of the fifty leading Islamic high school in Indonesia. This study of educational ideology analyzes it is found that at the MTA high school is implemented the integrated curriculum structure, which is a national curriculum combined with diniyah curriculum. Although it is still in a small portion of the diniyah curriculum made as to its core curriculum. The Islamic extracurricular activities are implemented in various forms, such as the recitation on Sunday morning, a special recitation, Arba’in Hadith studies, and Riyadlus Shalihin, khitobah, BTA, Tahsin, Tahfidz, Muhadasah, and Tasyji’ul Lughoh and Nafar Ramadan.
Epistemologi Kurikulum Pendidikan Sains Humaidi
Jurnal Pendidikan Islam Vol 2 No 2 (2013): FILSAFAT PENDIDIKAN ISLAM
Publisher : Faculty of Tarbiyah and Education State Islamic University (UIN) Sunan Kalijaga Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2013.22.263-284

Abstract

The curriculum is used as well as the way, plans, rules, teaching materials, and guidelines in the learning process. It is also meant as a map of reality. The curriculum is similar to a road map and a map of the world that becomes guidance and direction for people who are traveling. The curriculum is a map of reality because it becomes a clue, for example, any form of reality and physical, metaphysical, mathematical, social-that can be reviewed and learned by humans. As a map, it serves as a guideline to observe, read, and to review some forms. In addition, the curriculum can be functioned and used as a tool by people to actualize their potency, so they can be professional in education.

Page 2 of 30 | Total Record : 293

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