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All Journal DIRASAT Jurnal Manajemen & Pendidikan Islam TA'DIBUNA: Jurnal Pendidikan Agama Islam Ta'dibuna: Jurnal Pendidikan Islam Islamika: Jurnal Keislaman dan Ilmu Pendidikan al muttaqin HUDAN LINNAAS: JURNAL ILMU SOSIAL DAN HUMANIORA An-Nidzam : Jurnal Manajemen Pendidikan dan Studi Islam JOIES (Journal of Islamic Education Studies)
M. Yunus Abu Bakar
UIN Sunan Ampel Surabaya
Religion Humanities Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Physics Social Sciences Other

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Problematika Pendidikan Islam di Indonesia M. Yunus Abu Bakar
Dirasat: Jurnal Manajemen dan Pendidikan Islam Vol 1, No 1 (2015)
Publisher : Universitas Pesantren Tinggi Darul 'Ulum

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/dirasat.v1i1.507

Abstract

Sejalan dengan perkembangan zaman timbul permasalahan-permasalahan pendidikan yang kompleks.  Memasuki masa era globalisasi, dunia pendidikan di Indonesia menjadi heboh. Kehebohan tersebut bukan disebabkan oleh kehebatan mutu pendidikan nasional tetapi lebih banyak disebabkan karena kesadaran akan bahaya keterbelakangan pendidikan di Indonesia. Berbagai persoalan pendidikan muncul dan berkembang seperti rendahnya kualitas pendidikan secara umum, masalah anggaran pendidikan, tidak meratanya kesempatan pendidikan, dan mahalnya biaya pendidikan. Dan lebih khusus lagi, problematika juga  terjadi pada profesi keguruan yang merupakan ujung tombak dunia pendidikan. Beberapa permasalahan yang teridentifikasi antara lain rendahnya kualitas guru, tidak profesional dalam melaksanakan tugas keguruan, kurangnya penghargaan masyarakat terhadap profesi guru, dan tingkat kesejahteraan guru yang relatif masih rendah. Makalah ini berusaha mengidentifikasi dan memahami permasalahan-permasalahan pendidikan Islam di era globalisasi. Perlu pula dikemukakan bahwa permasalahan pendidikan yang diuraikan dalam makalah ini terbatas pada permasalahan pendidikan formal.Along with the time, complicated educational problems emerge. Entering the era of globalization, the world of education has raised people’s interest. The interest is not in the successfulness of the quality of the national education, rather it is bacause of the awareness of the dangers of backwardness of education in Indonesia. Various educational issues arise and evolve such as: the poor quality of education in general, budgetting problems in education, unequal educational opportunities, and the high cost of education. More specifically, the problems also occur in the teaching profession that serve as the stakeholder of education. Some emerging problems include the low quality of teachers, unprofessional performance in carrying out the tasks of teacher, lack of public recognition of the teaching profession, and teachers' welfare level which is still relatively low. This paper seeks to identify and understand the problems of Islamic education in the era of globalization. It should also be noted that the problems of education described in this paper are limited to the issues in formal education.
Implementasi Sistem Penjaminan Mutu Internal (SPMI) pada Masa Pandemi Covid-19 di Sekolah Menengah Pertama Hamidatul Ula; M. Yunus Abu Bakar
Dirasat: Jurnal Manajemen dan Pendidikan Islam Vol 7, No 2 (2021): December
Publisher : Universitas Pesantren Tinggi Darul 'Ulum

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/dirasat.v7i2.2623

Abstract

The Internal Quality Assurance System (SPMI) is a quality assurance system implemented in schools to achieve and exceed the National Education Standards (SNP). The Covid-19 Pandemic requires the government to issue new policies, especially policies related to education. These new policies certainly have an impact on the implementation of SPMI in schools. This study aims to determine the implementation of the quality assurance system at SMP Islam Brawijaya during the Covid-19 Pandemic. This is a case study that uses a qualitative descriptive method. Data was collected through observation, interviews, and document studies. The results of the study indicate that the implementation of SPMI in SMP Islam Brawijaya begins with the School Self Evaluation (EDS) process which includes eight standards in the SNP by the School Education Quality Assurance Team (TPMPS); preparation of quality fulfillment plans which are then contained in the Work Plan and Requirements (RKS) and School Activity Plans and Budgets (RKAS); implementation of quality fulfillment, monitoring, and evaluation by TPMPS. However, the Covid-19 Pandemic situation has caused problems experienced by TPMPS in carrying out their duties, so that the implementation of SPMI has not run optimally. The entire series is documented in the form of a quality report card, and it is proven that the results of the quality report card have decreased.
Konsep Pendidikan Esensialisme dalam Pembentukan Karakter Siswa pada Mata Pelajaran Pendidikan Agama Islam Almi Novita; M. Yunus Abu Bakar
Dirasat: Jurnal Manajemen dan Pendidikan Islam Vol 7, No 1 (2021): June
Publisher : Universitas Pesantren Tinggi Darul 'Ulum

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/dirasat.v7i1.2409

Abstract

Essentialism educational philosophy is one of the traditional educational philosophies which views that the values in education should be based on clear and long-lasting values, then the existing education in a country can remain stable and focused.The purpose of the essentialism educational philosophy is to improve the character of society through existing cultural heritage, so that later students can contribute to improving people's lives in the face of changing times that can kill the character values of students.The philosophy of essentialism also aims to form a happy person in the world and the hereafter through values of virtue (moral, character and morals) that are embedded in students, because school, teachers and students are the key to developing an advanced nation, and play a very important role for character building in the school and communities. This article seeks to conceptualize the goals of the philosophy of essentialism, namely to form a happy person in the world and the hereafter which includes science, art and all things that can move the human will through character building and the importance of the role of Islamic religious education teachers in shaping the character of students in schools and society.
Sistem Evaluasi Pembelajaran Kurikulum Kepesantrenan Di Pondok Pesantren Darul ‘Ulum Jombang Luluk firdausiyah Luluk; Imam Nasa’i; M. Yunus Abu Bakar
Al-Muttaqin : Jurnal Studi, Sosial, dan Ekonomi Vol. 3 No. 1 (2022)
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mmojokerto

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

Abstract

Evaluasi adalah sistem pendidikan yang dilaksanakan secara sitematis dan terencana sebagai alatuntuk menganalisis keberhasilan yang akan dicapai dalam proses pendidikan dan pembelajaran.Evaluasi pembelajaran yang dilaksanakan Pondok Pesantren Darul ‘Ulum (PPDU) sangatsistematis yaitu sesuai dengan prinsip umum dalam evaluasi yaitu: valid, berorientasi padakompetensi, berkelanjutan, menyeluruh, bermakna, adil dan objektif, menyeluruh, iklas, praktis,dicatat dan akurat. Evaluasi pembelajaran dalam bentuk Ujian Akhir PPDU adalah kegiatan yangdilakukan oleh panitia yang telah ditetapkan oleh Majelis Pimpinan PPDU. Jenis penelitian initermasuk penelitian kualitatif, metode yang digunakan studi lapangan langsung di PondokPesantren Darul ‘Ulum Jombang. Sumber penelitian peneliti bersumber dari data primer danskunder. Teknik pengambilan data diambil dari hasil wawancara, observasi, dan dokumentasi.Hasil dari penelitian yaitu Evaluasi pembelajaran kurikulum kepesantrenan terbagi menjadi 2 yaitupertama, ujian praktik yang terdiri dari ujian lokal (diselenggarakan oleh sekolah) dan pusat(diselenggarakan oleh kantor pusat) kedua, ujian tulis. Hasil evaluasi diperoleh santri/muqim dansiswa kampung/siska pada kelas akhir yang sekolah di Darul ‘Ulum berupa syahadah yangditandatangani oleh Majelis Pondok Pesantren Darul ‘Ulum.
Pemikiran Pendidikan Islam Perspektif Azyumardi Azra dan Relevansinya dengan Pendidikan Perguruan Tinggi Ali Musthafa; M. Yunus Abu Bakar
ISLAMIKA Vol 5 No 1 (2023): JANUARI
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v5i1.2821

Abstract

Islamic education experiences obstacles in its implementation which is inversely proportional to the quantity of Muslims in Indonesia. To overcome these obstacles, people need to understand what kind of concept of Islamic education should be implemented in Indonesia. Various Islamic education figures have interesting views and thoughts on Islamic education, one of which is Azyumardi Azra. This study uses a qualitative approach which aims to analyze and describe the concept of Islamic education from Azyumardi Azra's perspective and its relevance to higher education. The type of research used is library research or research conducted by taking data from literature sources from previous studies. The research results obtained are: Islamic education is a process of forming individuals based on Islamic teachings that originate from the Al-Quran, As-Sunnah, the words of friends, the benefit of the people or social, traditions or customs of society, and the results of the thoughts of experts Islam or ijtihad. The purpose of Islamic education consists of "intermediate goals" and "final goals". The Islamic education curriculum is oriented towards fostering religious values ​​and mastery of science and technology. The relevance of Islamic educational thought and Azyumardi Azra's praxis can be seen and studied from his various works in developing tertiary institutions, namely: changing IAIN to UIN, developing faculties and study programs, developing infrastructure, changing and developing study and collaboration centers, and increasing welfare. lecturers and employees.
Implementasi Aliran Progresivisme dalam Pembelajaran Menurut Filsafat Pendidikan dan Perkembangan Kurikulum di Indonesia An Nisa Rahma; Hafidhotur Rohmah; M. Yunus Abu Bakar
An-Nidzam : Jurnal Manajemen Pendidikan dan Studi Islam Vol 9 No 2 (2022)
Publisher : LPPM Institut Agama Islam Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33507/an-nidzam.v9i2.1000

Abstract

The Implementation of Progressivism in learning according to the philosophy of Education and curriculum development in Indonesia aims to make readers understand the implementation of Progressivism and examples of its curriculum which are explained in detail in the Education curriculum in Indonesia. The method used in this article is a qualitative method using a library research approach. In this stage, the researcher tries to select data (books) that are related to the flow of progressivism and its characters. The results of this study indicate that the flow of progressivism is a school of educational philosophy that supports the changes and progress of education in accordance with the changing times. This flow was influenced by William James, John Dewey, and Hans Vaihinger. The goal of the flow of progressivism is to produce students who can think practically, and can solve problems effectively in an increasingly developing and advanced environment by using their experiences. Educators only act as motivators, give directions or mentors of students. Progressivism flow uses non-authoritarian learning and indoctrination. The curriculum used is flexible, free, open and does not indoctrinate students. Indonesia is one of the countries that is developing its curriculum so that it is not left behind and can compete with international education.
Implikasi pemikiran rekonstruksionisme Ismail Raji Al-Faruqi dalam pendidikan Islam Dedi Junaedi; M. Yunus Abu Bakar; Ah. Zakki Fuad
TA`DIBUNA Vol 12, No 1 (2023)
Publisher : LPPM Universitas Ibn Khaldun, Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/tadibuna.v12i1.9105

Abstract

The development of the Era that continues to advance is a reinforcement that education is important to innovate to be in line with the demands of the Era. This study aims to reveal the implications of Ismail Raji Al-Faruqi's reconstructionism in Islamic education. To answer the objectives of the study, researchers used a qualitative approach library research method based on the framework of the figure study methodology. From the results of this study, several points were obtained. First, the main point of Ismail Raji Al-Faruqi's thinking is about tawhid and the Islamization of science, tawhid means that the essence of Islamic teachings that cannot be abandoned is tawhid, the Islamization of science means that the science that develops and the educational process carried out by Muslims who travel to the West must be "islamicized" according to the work plan that has been prepared. Second, the form of educational reconstruction initiated by Ismail Raji Al-Faruqi is about the Islamization of science itself which is applied in the education system including educational institutions, educational objectives, curriculum, and teachers or educators. AbstrakPerkembangan zaman yang terus maju menjadi penguat bahwa pendidikan penting untuk dilakukan inovasi agar dapat selaras dengan kemajuan zaman. Penelitian ini bertujuan untuk mengungkap implikasi rekonstruksionisme Ismail Raji Al-Faruqi dalam pendidikan Islam. Untuk menjawab tujuan penelitian tersebut peneliti menggunakan metode kajian pustaka (library research) dan menggunakan pendekatan kualitatif berdasarkan kerangka metodologi kajian tokoh. Dari hasil penelitian ini didapatkan beberapa poin. Pertama, pokok pemikiran Ismail Raji Al-Faruqi adalah tentang tauhid dan tentang Islamisasi ilmu pengetahuan, tauhid bermakna bahwa esensi ajaran Islam yang tidak bisa ditinggalkan adalah tauhid, islamisasi ilmu pengetahuan bermakna bahwa ilmu pengetahuan yang berkembang dan proses pendidikan yang dilaksanakan umat Islam yang berkiblat ke Barat harus “diislamkan” sesuai dengan rencana kerja yang telah disusun. Kedua, bentuk rekonstruksi pendidikan yang digagas Ismail Raji Al-Faruqi adalah tentang Islamisasi ilmu pengetahuan itu sendiri yang diterapkan dalam sistem pendidikan meliputi kelembagaan pendidikan, tujuan pendidikan, kurikulum, dan guru atau pendidik.
Teacher’s Perspective on Student Center Learning Paradigm in Inclusive Madrasa Redite Kurniawan; M. Yunus Abu Bakar; Ah. Zakki Fuad
TA'DIBUNA: Jurnal Pendidikan Agama Islam Vol 6, No 1 (2023): Educational Issues
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jpai.6.1.1-9

Abstract

Student center learning (SCL) is a paradigm emphasized in the learning approach in the Merdeka Curriculum. Furthermore, the Merdeka Curriculum highlights that differentiated learning must be carried out by teachers in conducting learning. In fact, inclusive madrasahs receive various types of obstacles for students with special needs have implemented differentiated learning with curriculum modifications for students with special needs. The purpose of this study is to analyze the SCL paradigm from the perspective of teachers in inclusive madrasah. The place of this research is MTs. Terpadu Ar-Roihan Lawang Malang which is an inclusive madrasah since 2014. Data were obtained from observations, interviews, and documentation, and analyzed through data reduction, data presentation, and conclusions. Teachers in this madrasah have understood the SCL learning approach and the meaning of learning differentiation even though some teachers still use teacher center learning (TCL) as a learning approach that is more center on the teacher's authority. Interestingly, there is an interchange between TCL and SCL when teachers must deal with students in this inclusive madrasa
ANALISIS CARA BELAJAR MENURUT MADZHAB TEORI BELAJAR MODERN Abdillah Mahbubi; Sinta Nailul Latifah; M. Yunus Abu Bakar
Hudan Lin Naas: Jurnal Ilmu Sosial dan Humaniora Vol 4, No 1 (2023): Jurnal Hudan Linnaas Vol 4 No. 1, 2023
Publisher : Al-Amien Prenduan for Islamic Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/hudanlinnaas.v4i1.1126

Abstract

Madzhab teori belajar merujuk pada beberapa pandangan dan pendekatan dalam menjelaskan proses pembelajaran. Terdapat beberapa madzhab teori belajar yang terkenal dan banyak digunakan dalam konteks pendidikan, seperti behavioristik, kognitifistik, konstruktivisme, generatif, dan humanistik. Setiap madzhab teori belajar memiliki prinsip dan pendekatan yang berbeda dalam menjelaskan proses pembelajaran. Dalam pengajaran di kelas, teori belajar digunakan untuk merancang strategi pengajaran yang efektif, memilih metode pembelajaran yang sesuai dengan karakteristik siswa, dan meningkatkan hasil belajar siswa. Teori belajar juga digunakan sebagai landasan dalam penelitian empiris untuk menguji efektivitas dari masing-masing teori belajar dalam meningkatkan hasil belajar siswa. Tulisan ini membahas tentang pembetukan madzhab – madzhab tersebut. madzhab teori belajar dapat membantu meningkatkan efektivitas pembelajaran dan membantu guru dalam merancang strategi pengajaran yang sesuai dengan kebutuhan siswa. Tulisan ini juga membahas tentang beberapa kritik terhadap madzhab teori belajar, seperti ketidakmampuan untuk menjelaskan perbedaan individual dalam pembelajaran dan kurangnya perhatian terhadap konteks sosial dalam pembelajaran. 
Pembentukan Karakter Lulusan Melalui Pembelajaran Bahasa Arab di Pondok Modern Gontor Ponorogo dan Pondok Pesantren Lirboyo Kediri M. Yunus Abu Bakar
JOIES (Journal of Islamic Education Studies) Vol. 1 No. 1 (2016): June
Publisher : Program Studi Doktor Pendidikan Agama Islam Pascasarjana Universitas Islam Negeri Sunan Ampel

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/joies.2016.1.1.25-62

Abstract

Learning Arabic in Indonesia has been starting from the entry of Islam into the country. Learning starts from Arabic as the language of worship, where Muslims worship with readings in Arabic, the Arabic language learning begins with learning to read the Qur'an. From then thrive on learning Arabic to understand religious texts and then the language as a medium of communication that are taught at various educational institutions from the classic to the modern. Two boarding schools, namely: Pondok Modern Darussalam Gontor and Pondok Pesantren Lirboyo, is an example of the boarding school in different models of Arabic learning, in terms of learning materials, methods and learning strategies which would also affect the formation of the character of graduates that is constructed by each boarding schools, and different in the level of use of the Arabic language in the context of life. In general, learning Arabic Pondok Modern Gontor located on the cluster model of integrative and shape that are learning Arabic as a whole, and spawned four language skills (competencies), namely: Al-Qira 'ah, As-Sima'ah, Al-Muhadathah and Al-Kitabah. While learning Arabic in Pondok Pesantren Lirboyo located on the cluster model of instrumental and shape are learning a language for understanding the content of the books turath, and creates two skills, namely: Al-Qira'ah, and As-Sima'ah.
Co-Authors Abdillah Mahbubi Ah. Zakki Fuad Ali Musthafa Almi Novita An Nisa Rahma Dedi Junaedi Hafidhotur Rohmah Hamidatul Ula Imam Nasa’i Luluk firdausiyah Luluk Redite Kurniawan Sinta Nailul Latifah