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Iksan
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JOIES (Journal of Islamic Education Studies)
Published by Universitas Islam Negeri Sunan Ampel
ISSN : 25408070     EISSN : 2541173X     DOI : https://doi.org/10.15642/joies.2022.7.2
Core Subject : Religion, Education,
Religion Education
The editors receive scientific articles in the form of conceptual scripts or unpublished research results or other scientific publications related to Islamic Education themes which cover Islamic Education.
Arjuna Subject : Umum - Umum
Articles 67 Documents
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Mewujudkan Perilaku Kolekstif;: Pengembangan Pendidikan Akhlak di Kelas dalam Perspektif “Pilihan Rasional” Hanun Asrohah
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.2016.1.1.1-24

Abstract

Islamic education aims to establish students` moral, which should be developed in the classroom. Students` behavior is determined by values that understood and maintained together through interaction in the class. Various perspectives on human behavior and actions have been discoursed by experts of Islamic theology, Muslim philosophers, and other scholars, such as al-Mawardi and IbnTaymiyya. This paper will discuss the perspective of Rational Choice in Sociology of Education about the formation of the learners` behavior. According to Rational choice, classroom learning is the accumulation of the goal. Various actions of learners in learning are not only determined by the purpose of learning, but also other purposes, such as the objectives of individual learners. Learners in the class action are also based on the consideration of uses, such as to get high scores or praise. In learning, achievement of learning objectives depends on the ability of learners which lead to a probability, such as the possibility of getting high or low value. Learning is based on rational purpose and usefulness in accordance with the purpose of education, will lead to satisfactory academic results. The individual rational action depends on the perception and recognition of learners. The action was carried out together in the classroom and together will form the desired pattern of actions and behavior. The pattern of actions and behaviors can escalate into patterns of values and morality in relationships in the classroom. Thus, the rational choice theory can be used as the basis of formation of character in a class that is also a reflection of the wider community.
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.
Peran Perpustakaan Keluarga dalam Meningkatkan Minat dan Keterampilan Membaca Anak Lilik Huriyah
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.2016.1.1.63-86

Abstract

The interest and reading skills of Indonesian society is still very low compared to other developing countries in the world. One of the factors causing low levels of interest and reading skills of children in Indonesia is the family environment that is not supportive yet. Therefore, it needs the support of the family in the form of family library facilities. By the existence of the family library, it will help to improve the children's interest and skills in reading. The family library has a veryimportant role as a means to increase the children's interest and reading skills. Some of these roles include as a motivator, educator, facilitator, instructor and recreational space.
Pendidikan Islam, Demokratisasi dan Kewarganegaraan Muhammad Fahmi
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.2016.1.1.87-110

Abstract

Islamic education is potential in the formation of civil society and community-citizenship. Islamic education can be a critical educational vehicle for the people and relieve the lowest layers of society of ignorance, backwardness, helplessness and poverty. Islamic education can become an important educational institution in foster of democratic values continuously through the process of democratization in education or democratic education. In some countries, like Indonesia, Egypt, Iran, China, Brazil, and United States make great efforts to democratize education to strive continuously for implementation of democratic education. It is indeed a need for each country to reach a better situation for every citizen. The efforts of Synergize Islamic education, democratization and citizenship, should be done by making Islam as the source of values to build the character of the nation that creat Islamic education based on nationality.
Kajian Deskriptif-Komparatif Epistemologi Pendidikan Ibnu Khaldun dan Fazlur Rahman Idam Mustofa
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.2016.1.1.111-140

Abstract

Islamic education is potential in the formation of civil society and community-citizenship. Islamic education can be a critical educational vehicle for the people and relieve the lowest layers of society of ignorance, backwardness, helplessness and poverty. Here, Islamic education can become an important educational institution in foster of democratic values continuously through the process of democratization of education or democratic education. In some countries (Indonesia, Egypt, Iran, China, Brazil, United States) make great efforts to democratize education to strive continuously for implementation of democratic education. It is indeed a need for each country to reach a better situation for every citizen. The efforts of Synergize Islamic education, democratization and citizenship, should be done by making Islam as the source of values to build the character of the nation that creat Islamic education based on nationality.
Analisis Kebijakan Kurikulum Pendidikan Islam di Lembaga Pendidikan Islam Moh. Khoiruddin
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.2016.1.1.141-154

Abstract

Curriculum of Islamic education in Indonesia, especially in an environment absolutely unique educational institution that is popular with characteristic of traditionality.Predicate Islam, automatically and logically consequence, that the educational curriculum as intended must have characteristics that set it apart than other types or categories. Islamic education curriculum must be in harmony with the basic principles of Islamic education and the basic principles of Islam. The diversity of Islamic education institutions, led to divergent curricula in Islamic educational institutions, such as schools, madrassas, Islamic schools, and universities tingggi Islam. The diversity of the curriculum of Islamic education institutions, which is caused differences in educational objectives, principles of curriculum development and curriculum and selection. Islamic education curriculum in terms of Islamic education policy analysis, can be seen from the three models, the model of a prospective, retrospective and model of integrative models. Curriculum pesantren and madrasah curriculum should at least use the integrative models where the model is able to combine the two previous models, so that education Islamic schools remain a role model for public education by promoting Islamic education.
Desentralisasi Pendidikan;: Studi Implementasi Peraturan Daerah Kabupaten Jembrana Nomor 15 Tahun 2006 Tentang Rintisan Wajib Belajar 12 Tahun Zilfa Rohil
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.2016.1.1.155-166

Abstract

Decentralization provides innovation for public education in the districts. The local government is a major holder of realization of the program as well as education policies. For example, the 12-year compulsory education program stipulated in a presidential decree has no legal implications for those who do not implement it, because they do not have a strong legal basis. In the Dictrict of Jembrana Bali, 12 years compulsoryeducation have a legal basis based on Jembrana District Regulation number 15 in 2006 concerning piloting of the 12-year compulsory education. This is the positive implications of the decentralization of education. The local government executive demographically closest to the people should be able to realize that pro-people policies so that people feel the real impact of public policy set. Government Jembranamade innovation in the field of education, by (1) providing opportunities for education broadest, (2) Free education for all public schools students, (3) provide scholarships for students in private schools, from elementary, junior high schools and Universities, and (4) improving teachers capacity.
Pendidikan Karakter Dan Kemajuan Negara;: Studi Perbandingan Lintas Negara Achmad Sultoni
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.2016.1.1.167-188

Abstract

Each country develops diverse character education. This paper photographs the development of character education in the country of Indonesia, Malaysia, and the United States. The emergence of character education in those three countries is caused by the moral problems arise. Indonesia putsthe character education together with the school system, whereas in the US and Malaysia, it is positioned as a program or field of study. The principles of character education in those three countries compared have different emphases. But the character values developed in those three countries are the same, which is universal; while the implementation method of character education internalization in Indonesia has the scope, complexity and variations more than methods used in Malaysia and the United States.
Wakaf dan Pengembangan Pendidikan Islam di Indonesia Mutmainah Mutmainah
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.2016.1.1.189-204

Abstract

The term wakaf has been known since the time of the Prophet, on the second year of the Hegira. Ithas a very close relationshipbetween Islamic education and wakaf. Wakaf institutions become the financial resources for the activities of Islamic education. Until nowadays, especially in Indonesia, wakaf remains to be one of the pillars of funding for education. Initially, it is in the form of the landswakaf. Furthermore, in 2002 the Indonesian Ulama Council issued a fatwa allowing money wakaf (cashwakaf / waqf al nuqud) on condition that the principal value of wakaf must be guaranteed for its sustainability. In modern times, moneywakafisinterpreted by donating their valuables such as securities to a financial guarantee institution. Furthermore, the results of these guarantees are endowed to help the education.
Pendidikan Islam dan Tantangan Globalisasi Juli Amaliya Nasucha
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.2016.1.1.205-218

Abstract

Globalization is a historical phase that wants to eliminate the limits of space and time in human life, covering the aspects of economy, communication, politics, and social. Globalization has positive and negative effects. The positive impacts among other things are opening up a wide range of convenience and comfort both in the economic environment, information, technology, social, and psychology; while the negative impactsarethe occurrence of dislocation, dehumanization, secularization, and so forth. Therefore, we should be able to optimize the positive impacts and minimize the negative impacts on the life. The right attitude in facing globalization is the proportional attitude, that isneither reject absolutely nor accept absolutely; taking the good one and developing it, while those which are not good are rejected and removed. Whereas for Islamic educational institutions, there is a strategic role in facing the challenges of globalization. Islamic educational institutions play a role as the heir to the culture through the education of valuessystem, beliefs, knowledge, norms, customs, and behaviors that have been entrenched and passed on one generation to the next.

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