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Iseedu: Journal of Islamic Educational Thoughts and Practices

iseedu
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Published by Universitas Muhammadiyah Surakarta

ISSN : - EISSN : 26153335 DOI : -

Core Subject : Education, Social,

Education Social Sciences

Iseedu: Journal of Islamic Educational Thoughts and Practices is to challenge exellence in professional education by promoting forward-research-finding scholar, progressive and innovative, to bridge the gap between education and professional practice to inspire and challenge tomorrow’s professional clinicians in supportive Islamic learning environment.

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Articles 18 Documents

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Search results for , issue "Vol 2, No 1 (2018): MAY" : 18 Documents clear

K.H. AHMAD DAHLAN AND CREATIVE PRODUCTIVE INSTRUCTIONAL METHOD Setyarini, Tri; Jamuin, Ma?arif; Ali, Mohamad
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 2, No 1 (2018): MAY
Publisher : Muhammadiyah University Press

This present study investigates a model of Muhammadiyah education developed by K.H. Ahmad Dahlan. In the midst of a creativity and productivity crisis in Indonesia, it is challenging to divulge the concept of creative-productive learning model since it is a potential basis to build creative and productive characters. As one of prominent Islamic scholars, K.H. Ahmad Dahlan is outstanding for his progressive view, including in the fields of education and instructional. He has shifted the former Sorogan system into the classical system and implemented it in his educational activities, as well as introduced creative-productive learning model. The concept of K.H. Ahmad Dahlan?s creative-productive learning and its relevance with the 2013 Curriculum will be discussed in this study.

EXCELLENT PROGRAM IN MADRASAH ALIYAH DARUL HUDA MAYAK TONATAN PONOROGO Fatqurrahman, Nurul; Abidin, Zaenal
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 2, No 1 (2018): MAY
Publisher : Muhammadiyah University Press

This excellent program is one of the school's efforts to improve the quality of education. Schools have an important role in improving quality based on innovation and creative school management that is dynamic, energetic and full of ideas. Schools have an important role in producing quality and competitive graduates. Which is able to be competitive in the process of academic and non-academic education so as to realize students who excel.Madrasah Aliyah Darul Huda Mayak Tonatan Ponorogo organizes education with the aim of producing superior graduates. In order to produce graduates who excel it is demanded that the teaching-learning process excel also organizes madrasa programs which are commonly called superior programs. Thus the special class program embodies this goal. Because Madrasah Aliyah Darul Huda Mayak Tonatan Ponorogo is one of the schools that succeeded in developing special class programs both in the field of da'wah, recitation, or the art of calligraphy and hadroh. The formulation of the problems in this study are, How to model superior programs in Madulah Aliyah Darul Huda Ponorogo Academic Year 2018/2019, and How to implement flagship programs in Madrasa Aliyah Ponorogo 2018/2019 Academic Year. The aim is to find out and describe: 1) The model of the flagship program in Madrasah Aliyah Darul Huda Mayak Tonatan Ponorogo 2018/2019 Academic Year. 2) Implementation of the flagship program in Madrasah Aliyah Darul Huda Mayak Tonatan Ponorogo Academic Year 2018/2019.This type of research is qualitative research. Data collection methods using interviews, observation, and documentation. Data analysis uses descriptive analysis, with the drawing conclusions using the deductive method that departs from general events and then reduced to specific sections. The results of this study are: First, in an effort to improve the quality of students of Madrasah Aliyah Darul Huda Mayak Tonatan Ponorogo provides a program of activities to meet the personal development needs of students both to explore interests or to optimize interests and talents. The superior program model in Madrasah Aliyah Darul Huda Mayak Tonatan Ponorogo is the realization of a special class program. School's efforts in developing and facilitating students to develop their potential through the madrasa program. Some of the leading programs in Madrasah Aliyah Darul Huda Mayak Tonatan Ponorogo include. The first is the green card program, the second is the Lughoh program, the third is the Muhadhoroh program and the last is the talent development class program (calligraphic and binary hadroh). Secondly, the implementation of the flagship program in Madulite Aliyah Darul Huda Mayak Tonatan Ponorogo has good implications, supported and well received by madrasa residents, especially for students of Madrasah Aliyah Darul Huda Mayak Tonatan Ponorogo as a program target. Evidenced by the achievement of targets in each program. For the Green Card program, which is implemented every madrasah semester, the KKM has been set on the green card assessment standard. Both of the Lughoh Program, the main activity of this program is the addition of basic Arabic and English language materials which are implemented a day after the KBM begins. The Third Muhadhoroh Program is an activity to develop students' intellectual preaching and develop the ability to make 4 language speeches, which are held twice a month. The fourth class is developing calligraphy and hadroh talents. Both of these programs become icons for madrassas so that they are widely known by the wider community of Ponorogo through their achievements. Both achievements achieved at the provincial and national level

CONTRIBUTION OF SITI WALIDAH IN THE NATION CHARACTER BUILDING THROUGH â€˜AISYIYAH MOVEMENT Cahyaningrum, Lingga Wisma; Jamuin, Ma?arif
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 2, No 1 (2018): MAY
Publisher : Muhammadiyah University Press

Siti Walidah is a reformer, the founder of ?Aisyiyah, and also promoter of the nation character building. Her contribution in the efforts to establish the nation character has been manifested in formal and informal education, and social movement since 1918. She also did a breakthrough in her era by setting up ?Aisyiyah along with its various activities, particularly the initiative in providing Islamic education for women. The movement is guided by the Quran and Sunnah in the framework of the nation character building with Prophet Muhammad as the role model. The guideline of the movement is beautifully reflected in ?Aisyiyah Mars, which is still amendable until now.

IMPLICATIONS OF THE UNIVERSAL HUMAN NASR IN THE FORMULATION OF ISLAMIC EDUCATIONAL GOAL Mahardika, Bima Azisza; Ali, Mohamad
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 2, No 1 (2018): MAY
Publisher : Muhammadiyah University Press

Seyyed Hossein Nasr views the development of the modern Western world critically. According to him, modern humans have alienated humans from the values of spirituality that cause humans to forget their existence on earth. Understanding human nature is very important to do when it is associated with education. Education must have a goal so that it has the direction to be achieved in an educational process. This study aims to understand the meaning of human beings according to Nasr and their implications in the formulation of the goal of Islamic education. This type of research is library research with a philosophical approach. Researchers managed to find a universal human being is a human who is able to understand the nature of himself, realizing he is a reflection of the nature and name of God. Universal human always carry out the responsibility given by God to him, managing the potential that exists in themselves to support the fulfillment of responsibility towards God. The implication of Nasr's universal human concept in the formulation of educational goals is that universal human learners (insan al-kamil). Islamic students who are able to utilize the potential of their intellect to help carry out responsibility to God.

MOHAMAD DJAZMAN AND MUHAMMADIYAH CADRE EDUCATION: CASE STUDY OF PONDOK HAJJAH NURIYAH SHABRAN UNIVERSITAS MUHAMMADIYAH SURAKARTA Muslam, Muhammad; Santoso, M. Abdul Fattah
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 2, No 1 (2018): MAY
Publisher : Muhammadiyah University Press

The institutionalization of Mohamad Djazman?s idea to provide intensive education for Muhammadiyah cadres has been realized in the establishment of Pondok Hajjah Nuriyah Shabran or commonly known as Pondok Shabran. The idea is discussed in the present qualitative research with descriptive analysis method. The establishment of Pondok Shabran has contributed to the creation of cadres who have resolute ideology, high militancy, moral characters, the capacity to perform Islamic propagation and the contribution in community life, simultaneously and integratively. Nevertheless, the current phenomenon indicates the re-emergence of caderization problems as the consequence of the sub-optimal implementation of Mohammad Djazman?s notion. Therefore, the corroboration of the initial idea is required since it is very appropriate and can be a solution for the current and future problems.

SULTHAN AND IQRAâ€™-ISTIQRAâ€™ IN THE INTERNATIONALIZATION SPIRIT OF MUHAMMADIYAH EDUCATION Khaidir, Piet Hizbullah
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 2, No 1 (2018): MAY
Publisher : Muhammadiyah University Press

This paper discloses the urgency of the concepts of sulthan and iqra?-istiqra? in the revitalization and realization of Muhammadiyah education. This effort is in line with the notions proposed by KH. Ahmad Dahlan, namely: (i) comprehension of tawhid; (ii) modernization of Islamic teachings and traditions; (iii) revitalization of Islamic values and teachings; (iv) repetition of Islamic teachings and tradition; and (v) realization of Islamic teachings into enlightening legacy. The challenge faced by current education is: how to encourage and generate students with creativity and self-esteem as well as multiple intelligences and skills. Based on the Qur?an [55: 33], being creative and dignified is the self-preparation to possess sulthan, namely: (i) knowledge (conceptual and technical); (ii) leadership management; (iii) interpersonal communication skills. Furthermore, the Qur?an [13: 11] also reveals this self-preparation requires a change of mindset (??), as an effort to have a perfect sulthan in terms of character or mentality. The Qur?an [96: 1-5] reveals those who have sulthan are continuously performed iqra? (deductive reasoning) and istiqra? (inductive reasoning). It is accompanied by devotion to the truth and respect for the dignity of human. Such a mentality can be developed through knowledge and discipline integrity, being open-minded and humble, and self-control. It is discussed in this paper by using philosophical approach and Qur'anic studies, particularly on the relation between the verses and KH. Ahmad Dahlan?s notions in the context of Muhammadiyah education.

LEARNING FROM THE SUCCESS OF CHARACTER EDUCATION MODEL IN MUHAMMADIYAH SCHOOLS: CASE STUDY SMP MUHAMMADIYAH PK KOTTABARAT SURAKARTA AND SMP BIRUL WALIDAIN MUHAMMADIYAH SRAGEN ali, Mohamad; Retna, Ana
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 2, No 1 (2018): MAY
Publisher : Muhammadiyah University Press

The essence of education is the inculcation and reinforcement of good characters instead of merely generating professionals. Various efforts have been made to strengthen the character of the nation. A series of regulations have been issued to promote the strengthening of national character, including Permendikbud No. 23 of 2017 on School Days and Perpres No. 87 of 2018 on Strengthening Character Education, due to the concern of the infiltration of hedonism and pragmatism. Schools become the primary institution to promote character strengthening movements. Nevertheless, the character education program in schools is deemed to be less optimal due to the implementation of partial and fragmented approaches. The success of the two Muhammadiyah schools, namely SMP Muhammadiyah PK Kottabarat Surakarta and SMP Birul Walidain Muhammadiyah Sragen, in carrying out character education with a holistic approach is examined and discussed as a reference for other schools.

AL-â€˜ASHER SCHOOL: THE PHILOSOPHICAL OF K.H. AHMAD DAHLANâ€™S CHARACTER EDUCATION Khoirudin, Azaki; Anshori, Ari
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 2, No 1 (2018): MAY
Publisher : Muhammadiyah University Press

This article is a philosophical reflection of KH. Ahmad Dahlan educational practice. Based on the historical fact that KH. Ahmad Dahlan undertook the character education contained in Surah Al-'Ashr to his students for 7-9 months. This educational practice is manifested in the form of ?Pengajian Wal-'Ashri? for young women and ?Wal-'Ashri Cadre School? for male youth. This makes the spirit and ethos of al-'Ashr embedded in young men and women, thus creating a "theology of pious charity" (amal shaleh). The theology encourages the spirit of praxis and activism of Muhammadiyah followers to perform humanitarian work in the fields of education, health, social, economics, community empowerment, philanthropy and others later known as " al-Ma'un theology" and "Al-?Ashr theology ". Using the perspective of the philosophy of reconstructionist education of George Count and Bourdieu's sociology approach to social practice, it can be concluded that Muhammadiyah education gave birth to a religious-transformative character inspired by Surah Al-'Ashr.

IMPLEMENTATION OF CHARACTER EDUCATION PROGRAM IN ISLAMIC SMP AL AZHAR 21 SOLO BARU Hernani, Henni Putri; Inayati, Nurul Latifatul
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 2, No 1 (2018): MAY
Publisher : Muhammadiyah University Press

Character education is very important in building superior and strong human resources. Build the positive character are not just forming children into smart and good personalities, but also forming their characters in daily life practices that have an impact on the changing order of society and other people. Each school contributes to make a generation that has good character, both public and private schools that compete in developing the country through the world of education including the Al Azhar 21 Islamic Middle School Solo which has implemented a character education program since it was first established. Al Azhar 21 Islamic Junior High School Solo Baru is a superior private school, this school was only established in 2005 and until now has been able to compete and prove the quality of schools by winning various regional and national junior high school competitions. This school uses an integrated character education curriculum, and this school is a reference for comparative studies in character education. The formulation of the problem taken by the researcher is ?what is the implementation of the character education program and what are the supporting and inhibiting factors in implementing the character education program in Al Azhar 21 Islamic Junior High School Solo Baru. This Research aims to explain the implementation of character education programs at Al Azhar 21 Middle School and its supporting and inhibiting factors. In this study, researchers used a type of field research that was packaged in the form of a phenomenological qualitative research that is research conducted by visiting the research site to conduct direct observations. Data collection used is interview, observation and documentation, which then the data can be analyzed by the deductive method. Deductive method is a processing that starts from the theoretical foundation which is then adjusted to the data obtained in the field. Furthermore, conclusions are drawn with the deductive method of thinking that departs from the theory and then adjusted to the data. The results of the study can be concluded that the Al Azhar 21 Islamic Middle School has a work programm (proker) in implementing character education, which is a daily and annual program. This program aims to improve the religious quality of school residents. At Al Azhar 21 Solo Baru Islamic Middle School, there are five values of character education taught every day, namely religious observance, environmental love, responsibility, discipline and courage / confidence. Supporters in the implementation of character programs in Al Azhar are students who have strong criteria to be able enter the Al Azhar school, teachers who must have memorized the Al-Qur?an and are competent and professional in their work, and Al Azhar has an Islamic environment that allows students to learn comfortably. Constraints faced are family: lack of supervision from parents. Because most students who attend Al Azhar are elite people, so that the parents are too busy with their work, an than there is less time to supervise children at home. the influence of association from the environment outside the school due to technology, because the school has difficulty in supervising students when they are already outside school, with this problem the school also provides a solution with the Al Azhar hostel (asrama) for parents who wish their children have a good environment.

Al-‘Asher School: The Philosophical of K.H. Ahmad Dahlan’s Character Education Azaki Khoirudin; Ari Anshori
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 2, No 1 (2018): MAY
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/iseedu.v2i1.10050

This article is a philosophical reflection of KH. Ahmad Dahlan educational practice. Based on the historical fact that KH. Ahmad Dahlan undertook the character education contained in Surah Al-'Ashr to his students for 7-9 months. This educational practice is manifested in the form of “Pengajian Wal-'Ashri” for young women and “Wal-'Ashri Cadre School” for male youth. This makes the spirit and ethos of al-'Ashr embedded in young men and women, thus creating a "theology of pious charity" (amal shaleh). The theology encourages the spirit of praxis and activism of Muhammadiyah followers to perform humanitarian work in the fields of education, health, social, economics, community empowerment, philanthropy and others later known as " al-Ma'un theology" and "Al-‘Ashr theology ". Using the perspective of the philosophy of reconstructionist education of George Count and Bourdieu's sociology approach to social practice, it can be concluded that Muhammadiyah education gave birth to a religious-transformative character inspired by Surah Al-'Ashr.

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