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All Journal Turats : Jurnal Pemikiran dan Peradaban Islam STUDIA ISLAMIKA ULUL ALBAB Al-Tahrir: Jurnal Pemikiran Islam Jurnal Pendidikan Islam Episteme: Jurnal Pengembangan Ilmu Keislaman AL QUDS : Jurnal Studi Alquran dan Hadis Jurnal Bakti Bagi Bangsa Takwil: Journal of Quran and Hadith Studies
Irham Irham
UNISMA Bekasi
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mechanical Engineering Physics Social Sciences Other

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PESANTREN MANHAJ SALAFI: PENDIDIKAN ISLAM MODEL BARU DI INDONESIA Irham, Irham
ULUL ALBAB Jurnal Studi Islam Vol 17, No 1 (2016): Islamic Education
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (242.48 KB) | DOI: 10.18860/ua.v17i1.3252

Abstract

This article explains the devolopment of Islamic education in Indonesia, especially in pesantren (Islamic Boarding School) which is salafi manhaj. It aims at finding islamic education model developed at salafi manhaj pesantren. It uses library research. This article concludes that salafi manhaj pesantren currently becomes new model of Islamic education in Indonesia. This model differs from those applied in most pesantrens in Indonesia. The factor triggering its development is the effect of the transnational of Islam. This factor can further complete the theory of Islamic education change in Indonesia proposed by Karel Steenbrink.
REVITALISASI MAKNA GURU DARI AJARAN TASAWUF DALAM KERANGKA PEMBENTUKAN KARAKTER Irham, Irham; Basith, Yudril
ULUL ALBAB Jurnal Studi Islam Vol 19, No 1 (2018): Islamic Philosophy and Mysticism
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (407.186 KB) | DOI: 10.18860/ua.v19i1.4901

Abstract

This article seeks to describe the meaning of teachers based on the teachings of Sufism that can be a reference to revitalize the important role of educators in order to build character. It uses the perspective of Sufism since this teaching focuses on pupil’s moral development both outwardly and inwardly. The purpose of this article is to adapt the meaning of teacher in islamic mysticism perspective into the meaning of teacher in general for character education. It employs literary study by referring to the thoughts of figures or scholars of islamic mysticism and supported by the theory outside the study of islamic mysticism, then formulated into a conceptual construct of this article. The conclusion shows that the teacher in Sufism with his qualifications has the task of educating pupil’s moral that is not limited in a certain space and time. Teacher builds closeness with the pupils from the inner and outer sides. They are treated like a teacher treating himself. Teacher in this sense is as role model, counselor, director, advisor, to shape pupil’s moral. This meaning can improve the weaknesses of the modern education theory, which generally interprets teacher as facilitator, mediator, or as teachers (transfer of knowledge/transfer of values), which has not touched on pupil’s inner side.
THE DYNAMICS OF CONTEMPORARY ISLAMIC THINKING AND THE ROLEOF EDUCATION: Islamic Fundamentalism, Opponents, and Hybrid Thought Irham, Irham; Lubis, Zakaria Husin
AL-TAHRIR Vol 21, No 1 (2021): Islam: Liberalism and Fundamentalism
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/altahrir.v21i1.2560

Abstract

Abstract: This article is written to explain the dynamics of contemporary Islamic thought and the role of Islamic education as one of its supports. The dynamics of Islamic thought are diverse but have the same character that is  opposite thoughts and thoughts that seek common ground. The opposite thoughts depicting here are Islamic fundamentalism and liberalism. Then the thought that seeks common ground here is called hybrid thought. This article is a literature review by utilizing the findings in the previous study formulated into new findings that have not been discussed in the previous study. This paper concludes that the dynamic of contemporary Islamic thought with its character grows not from the role of Islamic education. Although it cannot be denied that the role of Islamic education in this case is not the only one, because there are other factors such as historical, political, technological, globalization, modernization, social and cultural contexts. Fundamental Islamic thought can be sustained and developed by an ideological-purist Islamic education model (manhaj salafi). Likewise, the form of liberal thinking and development by an academic-scientifically oriented, rational and secular model of education. Hybrid forms of thought that are supported by a moderate-inclusive education model that develop textual-contextual methods, balance nasal sources, reason and intuitive, accommodate old and modern traditions that are still relevant and do not conflict with religious values.الملخص: هذه المقالة تقصد لشرح ديناميات الفكرة الاسلامية المعاصرة و دور التعليم الاسلام الذي أصبح في عداد من دماعته . أن ديناميات الفكرة الاسلامية مختلفة ولكن لديها صبغة يعنى الفكرالذي ينعكس بعضها بعضا، والفكر الذي يسعى النتيجة . والفكر المنعكس الذى شرح هنا هي الأصولية والليبرالية الاسلام . ثم الفكرالذي يبتغي النتائج هنا يسمى بفكر الهجين . هذا المقال يقولب مراجعة الادبيات التى تستخدم النتائج في دراسة السابق ثم وضعت ليكون المكتشف الجديد الذي لم يبحث في دراسة السابق . هذه الكتابة تجمل أن ديناميات الفكرة الاسلامية المعاصرة مع طبيعتها نشأت لا تتخلع من دور التعليم الاسلام . وعلى الرغم ، لاشك أن دور التعليم الاسلام ليست وحدة في هذه الحالة ، لأن هناك عوامل أخرى مثل العوامل التاريخ ، والسياسية ، والتكنولوجي ، والعولمة ، والتحديثة ، وسياق الاجتماعية والثقافية . الفكرة الاسلامية الاصولية  مستمرة و يبنى أو يولد عن شكل التعليم الاسلام العقائدي (المنهج السلفي) . لذلك أيضا شكل من الفكر الليبرالي مستمرة و يولد عن شكل التعليم المنحى في الدرسي العمي ، عقلي ، و زمني . و شكل الفكر الهجين مستمرة عن شكل التعليم الوسطي ضمنا الذي تطورأساليب النصية والسياقية , يتوازن مصدر النص حيلة وبديهية ، تكيف التقليد القديم والحديث كان وثيق و لا يتعارض عن قيمة الدين .Abstrak: Artikel ini bermaksud untuk menjelaskan dinamika pemikiran Islam kontemporer dan peran pendidikan Islam yang menjadi salah satu penopangnya. Dinamika pemikiran Islam itu beragam namun memiliki karakter yang sama yaitu pemikiran yang saling berlawanan dan pemikiran yang mencari titik temu. Pemikiran yang saling berlawanan yang dijelaskan di sini adalah fundamentalismedan liberalisme Islam. Kemudian pemikiran yang mencari titik temu di sinidisebut dengan pemikiran hybrid. Artikel ini merupakan kajian pustaka dengan memanfaatkan temuan-temuan dalam kajian terdahulu lalu dirumuskan menjadi temuan baru yang belum dibahas pada kajian sebelumya.Tulisan ini menyimpulkan bahwa dinamika pemikiran Islam kontemporer dengan karakternya tumbuh berkembang tidak terlepas dari peran pendidikan Islam. Meskipun tidak dipungkiri bahwa peran pendidikan Islam dalam hal ini bukan satu-satunya, karena masih ada faktor lainnya seperti faktor sejarah, politik, teknologi, globalisasi, modernisasi, konteks sosial dan budaya. Pemikiran Islam fundamental dapat ditopang dan dilahirkan oleh model pendidikan Islam idiologis-puris (manhaj salafi). Begitu pula bentuk pemikiran liberal ditopang dan dilahirkan oleh model pendidikan yang berorientasi akademik-ilmiah, rasional dan sekuler. Bentuk pemikiran hybridditopang oleh model pendidikan moderat-inklusif yang mengembangkan metode tekstual-kontekstual, menyeimbangkan sumber nas}, akal dan intuitif, mengakomodasi tradisi lama dan modern yang masih relevan dan tidak bertentangan dengan nilai agama. 
Islamic Education at Multicultural Schools Irham Irham
Jurnal Pendidikan Islam Vol 3, No 2 (2017): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v3i2.1448

Abstract

This article aims to explain the roles of PAI (Pendidikan Agama Islam/Islamic Education) at multicultural schools. It was the results of the field research by using a qualitative method. The research was conducted at SMA (Sekolah Menengah Atas/Senior High School) Plus Pembangunan Jaya Bintaro Tangerang. The school was selected because its students had diversity of backgrounds, and the school had committed to develop the multicultural insights. Data of research were obtained through interview, observation, and documentation. The results showed that PAI had the roles as the pluralism moral activator to students. PAI was applied in the educational process to form students’ multicultural attitude and thought. There were two underlying findings, namely: type of inclusive educators and design of multicultural curriculum. 
DERADICALISING RELIGIOUS EDUCATION Irham Irham; Sansan Ziaul Haq; Yudril Basith
Epistemé: Jurnal Pengembangan Ilmu Keislaman Vol 15 No 1 (2020)
Publisher : IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/epis.2020.15.1.39-54

Abstract

This articles discusses deradicalization attempts in religious educational settings. It closely examines the roots of religious radicalism and offers the deradicalisation models in religious educational institutions. The discussion contributes to the current scholarship on the role of religious education in deradicalization programs and how create an Islamic educational institution that corfims and applies principles of multiculturalism. The paper particularly addresses the roles of teacher, the curriculum aspect of learning, and the translation of multiculturalism into Islamic education. Managerial aspect will be also included in the discussion. It further argues that the implementation of principles of multiculturalism reserves as an important element in confronting radical narratives, both from within and without Islamic tradition. It stands as an attempt to create moderate Muslim subjects who persistently uphold principles of inclusivity and transformative learning through opened-deliberation -rather than indoctrination- in educational settings.
Problem Pemaknaan Al-Quran Dalam Metode Tafsir Konvensional Irham Irham
AL QUDS : Jurnal Studi Alquran dan Hadis Vol 6, No 1 (2022)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/alquds.v6i1.3647

Abstract

Problems with the Meaning of the Al-Quran in Conventional Interpretation MethodsThis article explores the deviations in meaning in the interpretation of the Qur'an resulting from the use of conventional methods of interpretation, and what causes these deviations. This study is a literature review using descriptive-analytical method. The findings indicate that the interpretation resulting from the use of conventional interpretation methods has causes that make the results of the interpretation of the Koran deviate. There are two categories of causes, namely; underlying causes and specific causes. The basic cause of the deviation occurs because the requirements and standards for interpretation are not fulfilled optimally and consistently. The causes specifically for these deviations are related to the factors of interpretation deviation in the al-ma'tsur, al-ra'yu and al-isyari approaches. Knowledge of the causes of deviations in the meaning of the Qur'an can be a separate part of conventional interpretation methods
Al-Ta‘līm al-Islāmī al-maftūḥ ladá KH. Sahal Mahfudz (1937-2014) Irham Irham
Studia Islamika Vol 29, No 1 (2022): Studia Islamika
Publisher : Center for Study of Islam and Society (PPIM) Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36712/sdi.v29i1.14657

Abstract

KH. Sahal Mahfudz represents Indonesia’s traditional ulama (salaf) with an open mind to change. His existence is crucial because he has held various highest positions in several leading Indonesian religious institutions, such as Chairman (Rais Aam) of the Nahdlatul Ulama Executive Board (PBNU) for three periods and as Chairman of the Indonesian Ulama Council (MUI) for 15 years. This article highlights his thoughts on integrating Islamic education with socio-cultural and scientific contexts. By examining his works, this article concludes that Islamic education, according to KH. Sahal Mahfudz has an integrative function with four main criteria. First, it has an integrated fundamental role. Second, it is not closed, not isolated from the socio-cultural context and has an accommodative attitude, and is open to revitalization. Third, it supports an interdisciplinary-multidisciplinary way of thinking. Fourth, it has an innovative character by bringing together tradition and modernity. From these findings, this article mentions these ideas as open Islamic education of KH. Sahal Mahfudz.
PROGRAM TAMAN BACA CAHAYA DALAM MENINGKATKAN MINAT BACA MASYARAKAT Alfi Dwi Safira; Irham Irham; Arrahim Arrahim
An-Nizam Vol 1 No 1 (2022): An Nizam : Jurnal Bakti Bagi Bangsa
Publisher : Universitas Islam 45 Bekasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33558/an-nizam.v1i1.3717

Abstract

The COVID-19 pandemic has forced schools to study at home or study remotely. The Taman Baca Cahaya program aims to increase learning motivation and interest in reading while studying online (online). This program was implemented in a Cahaya Darussalam Housing RW.015/RT.002, Cijengkol Village, Setu District, on February 24-27 2022 called Taman Baca Cahaya. This dedication method uses participation action research. The creation and empowerment of Taman Baca Cahaya is planned for social reflection, participatory planning, and program implementation. The results of this service increase interest in reading and reduce the use of gadgets in children, a means of exchanging information, advancing the world of education and can be a motivation for children to develop reading and thinking skills to face future challenges.
PENERAPAN METODE TILAWATI DALAM PEMBELAJARAN MEMBACA AL-QUR’AN SISWA DI SMP AL MUSLIM BEKASI Sandy -; Irham -
Turats Vol 14 No 1 (2021): Turats : Jurnal Pemikiran dan Peradaban Islam
Publisher : Program Studi Pendidikan Agama Islam, Fakultas Agama Islam UNISMA Bekasi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study seeks to determine the Tilawati method in learning to read the Qur’an of studentsat SMP Al Muslim Bekasi. Then besides trying to explore the reasons for using the Tilawati methodin learning to read the Koran for students at SMP Al Muslim Bekasi, then trying to explore theapplication of the Tilawati method in learning to read Al-Qur’an students at SMP Al Muslim Bekasias well as looking for advantages and disadvantages. his weakness. The research method used isa naturalistic qualitative method, namely research that is based on a phenomenological view andseeks to understand the meaning of events and their relationships to the object of research. This studyformulates how the application of the Tilawati method in learning to read the Qur’an of students usedat SMP Al Muslim Bekasi? Then why was the Tilawati method chosen at SMP Al Muslim Bekasi?Furthermore, what are the strengths and weaknesses in applying the Tilawati method in learning toread the Koran for students at SMP Al Muslim Bekasi? This study found at least 3 findings, namely:first, the Tilawati method is a method that uses a classical approach, reads and listens in a balancedway, and uses a rost tone, and contains the knowledge of recitation to the level of musykilat and gharib(the recitation is complete). Second, the reason why the Tilawati method is used at SMP Al MuslimBekasi, is because learning to read the Qur’an using the Tilawati method is easy to understand, and theprogram can be added up to tarjim and tahfidz and student level promotion exams can be carried outaccording to the school schedule. Third, the application of the tilawati method in schools, (1) studentsare arranged to form a letter “U”, (2) the teacher leads the opening prayer, (3) the teacher leads byreading classical, (4) the teacher leads by reading listen, (5 ) student deposit (6) closing prayer. Thenthe advantages and disadvantages of the Tilawati method, As for the advantages, the tilawati methoduses a classical approach and reads and listens in a balanced way and has a characteristic rost tone.Furthermore, the weakness of the Tilawati method is the limited time, the explanation of makharijulletters is less detailed or detailed, and less ghiroh.Finally, this study concludes that the applicationof the tilawati method in learning to read the Qur’an of students at SMP Al Muslim Bekasi betweenpractice and instructions is appropriate, then if it is associated with the science of recitation it hasreached musykilat and gharib (completed).
GAYA BELAJAR SISWA TUNANETRA DALAM PEMBELAJARAN PAI DI SEKOLAH UMUM (Studi Kasus SMA Taman Siswa Bekasi) Windy Khasanah; Irham -
Turats Vol 13 No 2 (2020): Turats : Jurnal Pemikiran dan Peradaban Islam
Publisher : Program Studi Pendidikan Agama Islam, Fakultas Agama Islam UNISMA Bekasi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to describe the learning styles used by blind students in PAI learning in publicschools. Then this study describes the supporting and inhibiting factors of blind students in studyingPAI and the quality of understanding of blind students in public schools. The school chosen was SMATamansiswa Bekasi. This type of research is a descriptive qualitative research using a case studyapproach or method, where this method describes and describes the problem in detail and depth. Datawas collected by conducting observations, interviews and documentation data at SMA TamansiswaBekasi. The results showed that the learning styles of blind students in PAI learning tended to usekinesthetic and auditory learning styles, this can be seen from the characteristics or responses thatemerged from blind students for the interactions that occurred. Awareness of the importance ofstudying PAI is the main factor that supports blind students to continue learning, then other supportingfactors emerge from their families and learning environment. In addition, there are also factors thathinder blind students, especially in learning PAI, including the absence of special education teachers,namely teachers who are competent in handling children with special needs, then the learning mediain schools is not adequate for children with special needs, especially the blind, and in terms of learningtime, PAI is felt still less effective.
Co-Authors Abdul Khoir Alfi Dwi Safira Arrahim Arrahim Basith, Yudril Kasmiati Devi Lubis, Zakaria Husin Ramdan Tamara Sandy - Sansan Ziaul Haq Sri Riatni Windy Khasanah Yudril Basith Yudril Basith