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INDONESIA
EDU RILIGIA: Journal of Islamic and Religious Education
Published by Universitas Islam Sumatera Utara
ISSN : 25977377     EISSN : 25810251     DOI : http://dx.doi.org/10.47006
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences Other
EDU RILIGIA: Journal of Islamic and Religious Education sciences formed in year 2017 with E-ISSN 2581-0251 with DECREE No. 0005.25810251/JI. 3.1/SK. ISSN/2017.07-27 July 2017 and P-ISSN 2597-7377 SK No. 0005.25977377/JI. 3.1/SK. ISSN/2017.09-19 September 2017. The study and judgment done by the experts (peer-reviewed). The journal is affiliated to the UIN graduate of North Sumatera Islamic Education study Program located in Medan. The purpose of this journal is to be a writing platform relating to education, research for students, alumni and other academic civitas related to the scope of this journal.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol 5, No 2 (2021): April-Juni" : 5 Documents clear
MODERNISASI PENDIDIKAN ISLAM INDONESIA PERKEMBANGAN KURIKULUM MADRASAH SERTA DAMPAK POSITIF DAN NEGATIFNYA Muhammad Arifin Ritonga
EDU-RILIGIA: Jurnal Ilmu Pendidikan Islam dan Keagamaan Vol 5, No 2 (2021): April-Juni
Publisher : Pascasarjana UIN Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/er.v5i2.12915

Abstract

Madrasas are religious-based educational institutions that have long existed in Indonesia that seek to actively develop the potential in students to have life skills with spiritual, intellectual, emotional intelligence and noble character, as well as all skills that may need in society. Nation and state. The development of the madrasa curriculum in Indonesia is inseparable from the early history of converting to Islam and its development since pre-independence times. In general, the madrasa curriculum has different variations depending on the situation and conditions in various places. From pre-independence until the current reform era, Madrasas, one of the Islamic educational institutions, have experienced various curriculum development. Both in the form of a total change from before or only limited to edits for improvement..
ASPEK-ASPEK FINANSIAL PENDIDIKAN ISLAM Faisal Musa
EDU-RILIGIA: Jurnal Ilmu Pendidikan Islam dan Keagamaan Vol 5, No 2 (2021): April-Juni
Publisher : Pascasarjana UIN Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/er.v5i2.12916

Abstract

Islamic education is currently still faced with various fundamental problems. According to Siahaan, the low quality and quality of Islamic education, in general, is influenced by several factors, including the curriculum, facilities, graduates, teaching staff, and education funding. In some cases, madrasas and other Islamic educational institutions have not been able to outperform or balance the quality of school education in general. This paper will briefly explain the financial aspects of Islamic education as one of the dimensions or part of the Islamic education system, which is very important and affects the success and success of Islamic education in the future. Management or financial management regarding good planning, implementation, and evaluation will determine the success of education in achieving its goals. The number of funds obtained by an educational institution will not improve the quality and quality of education if it is not managed correctly according to the applicable rules and regulations. For this reason, apart from the availability of funds, human resources with integrity and competence are needed to manage and develop aspects of education financing.
PERTUMBUHAN INSTITUSI PENDIDIKAN AWAL DI INDONESIA Saiful Bahri
EDU-RILIGIA: Jurnal Ilmu Pendidikan Islam dan Keagamaan Vol 5, No 2 (2021): April-Juni
Publisher : Pascasarjana UIN Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/er.v5i2.12917

Abstract

Islamic educational institutions are a sub-system of the community or nation system. Therefore, in its operations, it always refers to and is responsive to the needs and developments of the community. Thus, Islamic educational institutions must be organized by the demands and aspirations of the community because without this. It will be difficult to achieve progress and development in Islamic education in Indonesia. From various previous explanations about early institutions in Indonesia, as a first step, they have contributed significantly to the development of Islamic education among Indonesian Muslims. Among several Islamic educational institutions, mosques, meunasah, dayah, pesantren, surau and finally madrasas have emerged, which have a significant role and continue to experience development and progress with their respective characteristics until now. However, the current function has changed significantly because of the changing and dynamic conditions.
MEMBERDAYAKAN EPISTEMOLOGI PENDIDIKAN ISLAM Raudhatuz Zahrah
EDU-RILIGIA: Jurnal Ilmu Pendidikan Islam dan Keagamaan Vol 5, No 2 (2021): April-Juni
Publisher : Pascasarjana UIN Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/er.v5i2.12913

Abstract

Islamic education must be built and developed based on epistemology to create quality and highly competitive Islamic education to survive and lead. Efforts to explore, discover and establish Islamic education can be effective and efficient if it is based on the epistemology of Islamic teaching. So that the development of Islamic education conceptually and in an applicative manner must be built from the epistemology of Islamic education as a whole. So the epistemology of Islamic education emphasizes efforts, ways, or steps to gain knowledge of Islamic teaching. The activity of thinking in epistemology is the most capable of developing scientific creativity compared to ontology and axiology. Epistemology of Islamic education is an object of knowledge, a way of obtaining knowledge and a way of measuring the correctness of knowledge related to the formation of personality, morals, developing nature and all human potential to the fullest so that they become a good Muslim, have a logical-critical mindset, have faith, fear, and are helpful. For themselves and their environment, they can achieve happiness in this world and the hereafter, according to Islamic teachings
TRADISI KEINTELEKTUALAN PEMIKIRAN DAN BIOGRAFI ABDURRAHMAN WAHID (GUS DUR) Firdaus Syah
EDU-RILIGIA: Jurnal Ilmu Pendidikan Islam dan Keagamaan Vol 5, No 2 (2021): April-Juni
Publisher : Pascasarjana UIN Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/er.v5i2.12914

Abstract

In Abdurrahman Wahid's perspective, Islamic education is an inseparable unit because each other has a reasonably close relationship in developing future Islamic education. According to Gus Dur, Islamic education is a process to deliver students with sufficient provisions and think critically throughout their lives. In Gus Dur's perspective, Islamic education is a combination of traditional Islamic education thinking and Islamic thought adopted by modern Western thought so that it can give birth to an educational system in the concept of renewal, by the demands of the times. The purpose of Islamic education to humanize humans is an absolute thing. Education in Islam is a series of processes of human empowerment towards being active (maturation), to carry out the human function that is carried out as a servant before the creator and as a custodian (caliphate) in the universe. Thus, the ultimate goal of Islamic education is to form students' self to fit the nature of their existence.

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