Jurnal Pendidikan Islam

Innovative Methods to Learning Kitab Kuning at Elementary School

Fri, 30 Aug 2024 00:00:00 +0000

Islamic education, with its predominantly Arabic literature, presents a challenge for educators to effectively guide their students in understanding Islam through its primary literature. Curriculum development, learning models, strategies, time allocation, and educators’ abilities are among the agendas that demand innovation and enhanced abilities. At SD Unggulan Assunniyyah Kencong Jember, there is an innovation in Kitab Kuning learning that aims to improve students’ understanding of Islam. We implement this program for students who have completed the final exam of the Qur’an by grouping the Tahfidz class and the Kitab Kuning class. This study employs a qualitative approach of a descriptive nature. Field observation is used to collect data. This study found that implementing a learning model that stimulates students’ understanding can reduce the time it takes to learn the Kitab Kuning. The learning models used are the probing-prompting learning model and the expository learning model, which emphasizes active interaction and practical understanding. We also teach students how to read the Kitab Kuning in the context of Indonesian and pesantren traditions, including the reading of nadzom. The results of this study demonstrate learning innovations that accelerate students’ understanding of Arabic grammar, allowing them to master the Kitab Kuning more efficiently.

Analysis of the Al-Qur’an Memorization Program’s Implementation at the Rumah Tahfidz Al-Haramain Banjarmasin

Nida Nurhaliza, Herman Darmawan, Faisal Hakti, Ahmad Khairani, Zarina Kassim — Fri, 30 Aug 2024 00:00:00 +0000

Currently, the need for preserving the tradition of memorizing the Qur’an is increasingly urgent amidst the rapid flow of globalization. The tahfidz Al-Qur’an program is one of the important efforts to maintain and preserve the tradition of memorizing the Qur’an in the Muslim community. This study aims to analyze the tahfidz Al-Qur’an program at the Al-Haramain Tahfidz House, Banjarmasin. This study uses a qualitative approach with a field research method, which involves observation, interviews, and documentation. The results of the study indicate that the Al-Haramain Tahfidz House has a vision of becoming a leading institution based on the spirit of the Qur’an with a mission to organize quality tahsin and tahfidz Al-Qur’an programs. The tahfidz program at this institution uses the Talaqqi and Ummi methods, which have proven effective in helping students memorize the Qur’an. The Talaqqi method is used to facilitate memorization, while the Ummi method is applied for tahsin, or reading improvement. This study also revealed that the quality of teaching, the structured learning system, and the support teachers provide to students significantly influence the success of the tahfidz program. Supporting and inhibiting factors in the implementation of the Tahfidz program were also identified. The contribution of this study is to provide in-depth insight into the implementation of an effective tahfidz program and can be a reference for similar institutions in developing Al-Qur’an education programs in the future.

The Concept of Qudwah and its Implications for Teacher Personality Competence in Islamic Education

Aep Saepurrohman, Mohamad Erihadiana — Fri, 30 Aug 2024 00:00:00 +0000

This study explores the concept of “qudwah” in Islamic education and its relevance to teacher personality competence, particularly regarding role modelling. The research focuses on the crucial role of teachers in education, where role modelling is considered a key indicator of personality competence. In Islamic education, “qudwah” refers to the exemplary behaviour teachers should embody, significantly influencing students. The methodology is a literature review, analyzing primary and secondary sources related to “qudwah” and teacher personality competence. This research aims to elucidate the meaning and application of the “qudwah” concept and assess its implications for teacher personality competence. The findings reveal that “qudwah” dramatically impacts students’ perceptions and emulation of their teachers. Good role modelling by teachers reinforces educational values and aids in students’ character development. The implications of these findings underscore the need to integrate the “qudwah” concept into teacher training and professional development to enhance personality competence. Recommendations from this study include improving the understanding and application of the “qudwah” concept within education curricula and teacher training programs so that teachers can provide effective role models and create a more inspiring and productive educational environment. This research contributes not only theoretically but also practically to supporting and strengthening the role of teachers as the main pillar in quality education, particularly in the context of Islamic education.

Comparative Analysis of Educational Policies and Systems: A Case Study of Egyptian and Indonesian Higher Educations

Cahya Kusumajati — Fri, 30 Aug 2024 00:00:00 +0000

Egypt and Indonesia are two countries with the development of Islamic civilization in the region, apart from that they are also synonymous with the lives of their religious communities. The existence of an advanced civilization is caused by good education. With education, society and civilization will develop. One of the signs that Egypt has become a center of civilization is because of the many scientific councils and universities that have developed there, such as Al-Azhar University. Meanwhile, Indonesia shows that there are many Islamic universities scattered around. The aim of this research is to analyze the comparison of higher educational policies and systems in Egypt and Indonesia which are implemented in this modern era. The method used is qualitative research, sample selection through snowball sampling, data collection through interviews, and data validity testing through data triangulation. The results of the research show that the educational policy at Al-Azhar University includes a mandatory Al-Qur'an memorization program for all students, as well as mandatory programs at Universitas Islam Indonesia (UII) or the Indonesian Islamic University, namely pesantren and taklim. The educational system at Al-Azhar University uses a method that focuses on lecturers, there are no class attendance lists, so students are free to study inside or outside the classroom. Meanwhile, at UII, learning focuses on lecturers and students so that class attendance is mandatory. This article contributes to comparing the educational policies and systems of Al-Azhar University and Universitas Islam Indonesia, and provides insights to improve the quality of education in Islamic universities.

A Multicultural Islamic Religious Education Curriculum Development

Noor Hamid, Sri Wahyuni — Mon, 02 Sep 2024 00:00:00 +0000

Curriculum development is often based on inappropriate strategies, due to a lack of comprehensive understanding of objectives, starting points, methods and functions. This study examines the development of multicultural Islamic Religious Education (PAI) curriculum in Da’wa Management Study Program (Prodi MD), Faculty of Da’wah and communication of Sunan Kalijaga State Islamic University Yogyakarta. Type of qualitative research, with the method of Case Studies (case study). The approach used is Curriculum Development. The theory used as a framework for analysis is The Theory of Grass-Roots Initiative. Research findings show that the Da’wa Management Program the faculty of Da’wa Management and communication UIN (State Islamic University) Sunan Kalijaga developed a multicultural PAI curriculum in response to the development and needs of the community. Therefore, curriculum development is centered on the field experience of the academic community, both educators and learners. The paradigm used during the development process is naturalist-inclusive, where the material, learning process, and output are directed towards one goal, namely students who are tolerant, moderate, and able to bridge social gaps, both in the classroom and in society and industry. This article contributes to providing guidance for integrating multicultural values into the Islamic Religious Education curriculum, in order to create inclusive and responsive learning towards diversity.

Introducing Religious Moderation through Local Wisdom for Early Childhood

Dwi Puji Lestari, Nopiana Nopiana — Mon, 02 Sep 2024 00:00:00 +0000

Various cases of suicide bombings in several regions in Indonesia, terrorism movements, the development of thought dynamics that cause various differences, and various issues of intolerant practices that occur at the kindergarten/PAUD level. Conflicts arising from diversity in Indonesia pose a significant challenge to the country’s ability to maintain unity. The purpose of this study is to explain the strategy for introducing religious moderation through local wisdom in early childhood. The research methodology employs a qualitative literature review method. We gather documentation data by searching through a variety of books and articles using keywords such as religious moderation, early childhood, and local wisdom. The data analysis process employs content analysis, which involves scrutinizing data from a variety of sources and drawing conclusions from the findings. The study’s findings demonstrate that local wisdom can introduce religious moderation, as it closely aligns with the child’s surroundings, making religious moderation an integral part of children’s lives. Family, school, and community education can facilitate the integration of moderation and local wisdom. This study offers a fresh perspective on the strategy of introducing religious moderation to early childhood by integrating local wisdom values to form an inclusive, tolerant, and open character towards diversity.