Progresiva : Jurnal Pemikiran dan Pendidikan Islam
Progresiva: Journal of Islamic Thought and Education. This journal is concentrated on various topics of Islamic thought and education, both those that study the classical Islamic discourse and contemporary themes. Thus, this journal is very open to receive scientific articles that discuss various developments in contemporary Islam, for example, Islam and the state; democracy, human rights, terrorism, religious radicalism, and topics related to millennial Muslims and social media.
Articles
122 Documents
<![CDATA[MENGEJAWANTAHKAN NILAI TASAWUF DALAM DIRI GURU ]]>
<![CDATA[W., Truli Maulida]]>
<![CDATA[ Progresiva : Jurnal Pemikiran dan Pendidikan Islam Vol 8, No 1 (2019): Januari-Juni ]]>
Publisher : <![CDATA[Pendidikan Agama Islam ]]>
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DOI: 10.22219/progresiva.v8i1.8926
<![CDATA[The position of educators in the world of education has received important attention from the government. They are an important medium in the transformation of knowledge for students in particular and for the progress of the nation in general. That is, they are the bearers of socio-cultural tasks whose function is to prepare the younger generation according to the ideals of the nation. Therefore, leading people in the right direction is the formal duty of a teacher. So, every educator should have a manifestation of Sufism values in teaching students. This research paper wants to examine how to realize the values of Sufism in educators to students. Then, the goal to be achieved in this discussion is to describe the manifestation of Sufism values in the teacher / educator as a noble task. This discussion uses a descriptive method because it is limited to providing a description of a phenomenon based on library research.]]>
<![CDATA[Metode Cultural Responsive Teaching dalam Pendidikan Agama Islam: Studi Kasus Tindak Xenophobia dan Rasisme di Tengah Bencana Covid-19 ]]>
<![CDATA[Abadi, Mansurni]]>;
<![CDATA[Muthohirin, Nafik]]>
<![CDATA[ Progresiva : Jurnal Pemikiran dan Pendidikan Islam Vol 9, No 1 (2020): Januari-Juni ]]>
Publisher : <![CDATA[Pendidikan Agama Islam ]]>
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DOI: 10.22219/progresiva.v9i1.12520
<![CDATA[This article would like to explain the Cultural Responsive Teaching (CRT) approach in the learning of Islamic religion as an alternative effort to overcome the increase in xenophobia and racism action in the midst of the Covid-19. The method of extracting data is based on a literature review sourced from books, journals, mass media, and various expressions of racism and xenophobia that emerge on the homepage of Facebook, Twitter, WhatsApp groups, and other social media accounts. This paper will explain several important things, including CRT as an approach to see the diversity of cultures, ethnicities, religions, and groups; the meeting point of the CRT approach to the implementation of Islamic religious learning, and the elaboration between the two in voicing the importance of avoiding narratives based on racism and xenophobia.]]>
<![CDATA[Diskursus Minoritas Melalui Kurikulum, Buku dan Kultur di Sekolah ]]>
<![CDATA[Muaddab, Hafis]]>
<![CDATA[ Progresiva : Jurnal Pemikiran dan Pendidikan Islam Vol 9, No 1 (2020): Januari-Juni ]]>
Publisher : <![CDATA[Pendidikan Agama Islam ]]>
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DOI: 10.22219/progresiva.v9i1.12521
<![CDATA[This paper is concerned to explain minority discourse through the curriculum, books, and culture in schools. Conflicts between minorities and majorities can occur in Indonesia, whenever and wherever, whether motivated by differences in ethnicity, ethnicity, religion, or groups. The problem is whether the education sector has contributed to its prevention aspects. Moreover, the national education curriculum is still oriented on cognitive abilities, while aspects of social intelligence have not been touched. The various references available have also not opened students' awareness in accepting the existence of minority groups. School education still merely raises passive tolerance, has not yet fostered active tolerance. Educational orientation must be stressed on the importance of a transformative, dialogic approach and inclusive to diversity. Then, it also refers back to the achievement of Ki Hajar Dewantara's ideals of liberation and humanizing education. ]]>
<![CDATA[The Curriculum of Early Childhood Education: Indonesia and United Kingdom ]]>
<![CDATA[Husein, Saddam]]>
<![CDATA[ Progresiva : Jurnal Pemikiran dan Pendidikan Islam Vol 9, No 1 (2020): Januari-Juni ]]>
Publisher : <![CDATA[Pendidikan Agama Islam ]]>
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DOI: 10.22219/progresiva.v9i1.12522
<![CDATA[This paper aims to investigate the curriculum of early childhood education in Indonesia and the United Kingdom (UK) and how they pertain to each other. Library research was conducted to gather information intended. The findings confirm that the curriculum of early childhood education in Indonesia applies curriculum 2013 which consists of aspect development of curriculum structure, and the learning process with a scientific approach. While the UK applies the curriculum according to the statutory Early Years Foundation Stage (EYFS) framework which recognizes the importance of play and a balance of adult-led and child-initiated activities. Moreover, there is a basic difference between these two curriculum aspects, which Indonesia includes the religious and moral values to the body of the curriculum, while the UK does not. However, both Indonesia and UK are closely similar which promotes a balance between the development of academic and literacy skills, socio-emotional development, and creative and physical development.]]>
<![CDATA[Relasi Islam-Kristen: Studi Kasus di Desa Tegalombo, Pati, Jawa Tengah ]]>
<![CDATA[Ghufron, Ghufron]]>
<![CDATA[ Progresiva : Jurnal Pemikiran dan Pendidikan Islam Vol 9, No 1 (2020): Januari-Juni ]]>
Publisher : <![CDATA[Pendidikan Agama Islam ]]>
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DOI: 10.22219/progresiva.v9i1.12516
<![CDATA[This paper wants to build an alternative model for caring for inter-religious harmony. The model can be found through the cultural mechanism that occurs in Islamic-Christian relations in Tegalombo Village, Pati, Central Java. The foundation of harmony between the two religions rests on the sustainability of three harmony models, namely: First, interfaith prayer in the celebration of family or village level; Second, culture visits each other during feast days, when someone is sick, and the inter-food sharing as a form of connecting harmony. Third, practical model dialogue in the Selapanan forum that brings together two religious groups in order to discuss various issues of security and social development. On the other hand, the relationship between the two also triggered a tension triggered by the contestation over the dominance of religious broadcasting with certain techniques such as recitation (Islam) and Revival Service (Christian).]]>
<![CDATA[Kepemimpinan Bermutu: Konsep Pengembangan Lembaga Pendidikan Islam ]]>
<![CDATA[Chairunnisa, Ema]]>;
<![CDATA[Najiyah, Choirotun]]>;
<![CDATA[Salsabila, Hajar]]>;
<![CDATA[Cendekia Dikara, Wanadya Nirmalasari]]>
<![CDATA[ Progresiva : Jurnal Pemikiran dan Pendidikan Islam Vol 9, No 1 (2020): Januari-Juni ]]>
Publisher : <![CDATA[Pendidikan Agama Islam ]]>
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DOI: 10.22219/progresiva.v9i1.12517
<![CDATA[The development of Islamic educational institutions in Indonesia seems increasingly complex in the current era. The management model requires a more modern order and relevant to the development of the times to be able to compete with other public institutions. Islamic educational institutions are often underestimated. Therefore, the concept of quality leadership is something that is important in advancing the management of Islamic education. The need for quality leadership that is able to manage various aspects, allows the achievement of the objectives of the institution to the fullest. This research will describe some important aspects of quality leadership in the management of Islamic educational institutions. This article uses the literature review method, which means collecting various writings, whether in the form of articles, journals, books, and in accordance with the theme to be discussed. ]]>
<![CDATA[MENGEJAWANTAHKAN NILAI TASAWUF DALAM DIRI GURU ]]>
<![CDATA[Truli Maulida W.]]>
<![CDATA[ Progresiva : Jurnal Pemikiran dan Pendidikan Islam Vol. 8 No. 1 (2019): Januari-Juni ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/progresiva.v8i1.8926
<![CDATA[The position of educators in the world of education has received important attention from the government. They are an important medium in the transformation of knowledge for students in particular and for the progress of the nation in general. That is, they are the bearers of socio-cultural tasks whose function is to prepare the younger generation according to the ideals of the nation. Therefore, leading people in the right direction is the formal duty of a teacher. So, every educator should have a manifestation of Sufism values in teaching students. This research paper wants to examine how to realize the values of Sufism in educators to students. Then, the goal to be achieved in this discussion is to describe the manifestation of Sufism values in the teacher / educator as a noble task. This discussion uses a descriptive method because it is limited to providing a description of a phenomenon based on library research.]]>
<![CDATA[AMALAN AKHLAK KEPALA SEKOLAHDASAR ISLAM DI MALANG MELALUI MURAQABAH, MUHASABAH DAN MUJAHADAH ]]>
<![CDATA[Triyo Supriyatno]]>;
<![CDATA[Wan Mamat]]>
<![CDATA[ Progresiva : Jurnal Pemikiran dan Pendidikan Islam Vol. 8 No. 1 (2019): Januari-Juni ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/progresiva.v8i1.8927
<![CDATA[Muhasabah is a surveillance system involving the internal control process to ensure al- amr al-ma’ruf wa al-nahyu ‘an al-munkar implemented in Islamic education. The main purpose of this article is to examine the determinants of akhlak practices through elementary Islamic Education among Two Principal Schools. We’re collected data by non-participant observations, semi-structured interviews, documentation and principals’ journals. The results of this study showed that the practice of akhlak principals of Elementary Islamic School in Malang through muraqabah (behavioral observation), muhasabah (reflection practice) and Mujahadah (struggle of desires) contributed to the realization of the national education philosophy to produce a generation of school community who are righteous knowledgeable, competent, honorable and contribute to a universalcivilization. ]]>
<![CDATA[REORIENTASI PENDIDIKAN ISLAM DI ERA REVOLUSI INDUSTRI 4.0 ]]>
<![CDATA[M Samkhan M]]>
<![CDATA[ Progresiva : Jurnal Pemikiran dan Pendidikan Islam Vol. 8 No. 1 (2019): Januari-Juni ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/progresiva.v8i1.8928
<![CDATA[The implementation of Islamic education is still oriented towards the romanticism of the past rather than looking at the future. The main challenges in the industrial era 4.0 include the issue of the quality of teaching resources. Therefore this study wants to answer; the orientation of the educational paradigm as an epistemological framework which underlies the set of ideas or concepts in the implementation of education as well as the actualization and evaluation of education. The effort to transform Islamic education uses an integrated approach between the reasoning of Bayani, Burhani, and Irfani. The hope, the integrated paradigm produces a scientific structure that emphasizes the creation of know-why and know-how competencies, rather than know-what. In this case it is a philosophical form of Islamic education in its axiological and epistemological aspects, so that professional Islamic education can give birth to a generation of knowledgeable knowledge, mastering technology in addition to holding fast to the religion of God. ]]>
<![CDATA[DASAR-DASAR PENDIDIKAN ANAK DALAM SURAH LUQMAN ]]>
<![CDATA[Muhammad Yusuf]]>
<![CDATA[ Progresiva : Jurnal Pemikiran dan Pendidikan Islam Vol. 8 No. 1 (2019): Januari-Juni ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/progresiva.v8i1.8929
<![CDATA[The results of this study displayed that there are some principles of education that cover the main points of religious guidance such as Aqidah, worship, morality and the command to be patient. Those principles are absolute requirement for success after life. Thus, Luqman Al-Hakim educated his children, and also gave a guidance to anyone who wants to trace the path of virtue, which applies to all nations and people in the world. In a nutshell, this purpose has the same way with the Qur'an's mission which is intended to be a blessing for all nature through educational activities. In closing, the Qur'an wishes for the realization of human beings who are built up their full potential, physical, mental and intellectual, so that, the whole human beings are happy in the world and also the hereafter.]]>
