<p><em>The focus of this research is looking for a character education model that was developed on the research site (MAN 3 Malang, SMAN 1 Malang and MA Pondok Pesantren An-Nur Malang Regency). The study used a qualitative approach or in the field of education is often called the naturalistic approach with purposif sampling techniques and snowball sampling techniques as well as sampling time (time sampling). The results of this research are as follows: (1) prioritized values in character education i.e. religious character, honest, discipline, hard work, tolerance, independent, love of homeland, democracy, cooperation, creative, taste of Inging Tau, appreciating achievement; (2) Character education models are conducted through integration into the learning activities of each subject; (3) Character Education Model is done through habituation in daily life in school/Madrasah and integration into school management activities/Madrasah; (4) Character education models are conducted through integration with extra-curricular activities on all three research sites; and (5) constraints encountered in the implementation of character education and solution of its resolution on the three research sites, namely in MA An-Nur Bululawang. The position of the attend which is at one Pesantren Foundation, which makes the policy making should always seek approval from the Pesantren. In addition, the time division of activities is also a constraint. While the character education in the MAN 3 Malang is considered as less effective because it can not be converted in real time in the book Raport and lack of monitoring and evaluation, so that the character education is still limited to normative. While the obstacles faced at SMAN 1 Malang in the form of lack of control and support from the student family, so that each child at home back "loose" can not be monitored as done in the Madrasah.</em></p>

This study aims to describe form and practice of multicultural education management based on Ulu al-Albab perspective at State Islamic University (UIN) of Maulana Malik Ibrahim Malang. This study uses a qualitative approach with a bibliographic resarch type with content analysis on the meaning of multicultural education management based on Ulu al-Albab perspective. This study figures out that (1) several aspects were developed as a form of multicultural education, including aspects of institutional development, facilities and infrastructure, academic, research and community service, student affairs, quality assurance, cooperation, building a spirit of giving and sacrifice, and development of academic character and noble morals; (2) multicultural education, closely related to university programs, including implementation of integration of Islam and science, optimizing the role of ma'had, increasing foreign language competence, increasing the quantity of human resources, revitalization of social and religious roles, implementation of information technology-based management, internationalization of universities and international cooperation towards World Class University (WCU), implementation of institutional development, and exploration of funding sources.

<p><em>Management of Islamic Education analysis of Pedadogic and andragogic theory departs from How Islam sees, teaches, instills and embodies his people's education in order to build independent generations through the concept of preparation and travel processes Pedagogic school, to be a total self-reliant with the concept of Perkepribadian conscious and self-reliant andragogy. From the results of the analysis, Islam, build civilization started from choosing a match (education). Subsequently, the education was directed and Dimanaj in order to print (ذرية قرة اعين), in this case, was pre, primary and secondary education. To be subsequently directed in achieving degrees (متقين), and this was achieved perfectly through undergraduate education (S-1/Bachelor's degree), even the Derjat (متقين) was further enhanced through graduate education of strata Two (S-2/Magister) and the peak was (امام) achieved with the education in strata Three (S-3/doctoral). And the highest degree (امام) is perfected with the degree of Professor in any field/profession.</em></p>

The Islamic education reform comprises a change that affects people’s choice of education as an agent of change and human and capital investment. Thus, it is a need to modernize the thought of renewing Islamic education according to the time’s advances. The study of the Islamic education reform in early 20th century has become relevant in the context of valuable lessons for reform and or modernization of Islamic education in subsequent developments. This research employed a philosophical and implemental approach. It was bibliographic research with the content analysis of the meaning and substance contained in the whole thought about the reform of the Islamic education in early 20th century. This study found that there were three patterns of renewal of Islamic education; (1) modern orientation in Europe, (2) the refinement of Islamic teachings, and (3) nationalism reform. The concept of Islamic education reform encompasses all ideas that are guided by the Qur’an and Sunnah, and continues to follow the times consciously and systematically and directed towards the interests that refer to the progress of science and technology, and based on faith and devotion (IMTAQ). The reform of the Islamic education system has included both the conceptual-theoretical and operational-practical levels, as well as the fundamental aspects that underlie the students’ lives; it is monotheistic faith which has a monolatry dimension of piety to God. It encourages and ignites to play a real role in all aspects of life.الملخص: إصلاح التعليم الإسلامي هو شكل من أشكال التغيير الذي يؤثر على اختيار الناس للتعليم كعامل للتغيير والاستثمار البشري ورأس المال. فلذلك, يجب تحديث فكرة مجددي التعليم الإسلامي دائما وقفا بالزمان الواقع أومما هو أبعد وأجدد منه. أصبحت دراسة إصلاح التعليم الإسلامي في أوائل القرن العشرين مناسبا وأكثر اهتماما من أجل استكشاف التجارب القيمة أو المعلومات أو الإمكانات المتعلقة بتطوير التعليم الإسلامي في المستفبل. استخدم الباحث المنهج الفلسفي والمنهج التنفيذي على أنواع ببليوغرافية مع تحليل محتوى المعنى والمضمون المتضمن في جميع التفكير حول إصلاح التعليم الإسلامي في أوائل القرن العشرين. وجد الباحث في هذا البحث على الأقل ثلاثة انماط لتجديد التربية الإسلامية. الأول كمنحى التحديث في أوروبا, والثاني للتخليص التعاليم الإسلامية, والثالث كالتحديث الوطنية. يشمل مفهوم إصلاح التعليم الإسلامي جميع المفاهيم التي يسترشد بها القرآن والسنة ويثبت في متابعة الزمان وتشير إلى تقدم العلم والتكنولوجيا على أساس الإيمان والتقوى بالله. يشمل تحديث نظام التعليم الإسلامي كلا من المستويات المفاهيمية النظرية والعملية الواقعية بالإضافة إلى المفاصل الأساسية التي تؤسس حياة الطلاب وهو الإيمان والتوحيد بالله تعالى من أجل تشجيع وتحفيز الطلاب ليلعب دورا حقيقيا في جميع مجال الحياة.Abstrak: Reformasi pendidikan Islam merupakan bentuk perubahan yang mempengaruhi pilihan masyarakat terhadap pendidikan sebagai agent of change dan human and capital investmen. Maka, pemikiran pembaharuan pendidikan Islam harus selalu dimodernisasi sesuai bahkan melampaui perkembangan zaman. Kajian reformasi pendidikan Islam awal abad-20 ini menjadi sangat relevan dalam rangka pelajaran berharga untuk reformasi dan atau modernisasi pendidikan Islam dalam perkembangan selanjutnya. Penelitian dengan pendekatan filosofis dan implementatif ini bersifat penelitian bibliografic resarch dengan content analysis terhadap makna dan substansi yang terkandung dalam keseluruhan pemikiran tentang reformasi pendidikan Islam awal abad-20. Kajian ini menemukan setidaknya ada tiga pola pembaharuan pendidikan Islam; (1) oreintasi modern di Eropa, (2) untuk pemurnian kembali ajaran Islam, (3) pembaharuan bersifat nasionalisme. Konsep reformasi pendidikan Islam meliputi segala konsep yang berpatok kepada al-Qur’an dan Sunnah, dan tetap mengikuti perkembangan zaman yang secara sadar dan sistematis serta terarah pada kepentingan yang mengacu pada kemajuan ilmu pengetahuan dan teknologi (IPTEK), dan dilandasi dengan keimanan dan ketaqwaan  (IMTAQ). Pembaharuan sistem Pendidikan Islam  telah mencangkup baik pada tataran konseptual-teoritis maupun operasional-praktis,  serta sendi-sendi fundamental yang mendasari kehidupan peserta didik, yaitu iman tauhid yang berdimensi ketakwaan yang monoloyal kepada Allah, dalam rangka mendorong dan memacu untuk berperan nyata dalam semua lini kehidupan.

<p>A man is Abdullah and Khalifatullah, he must understand, internalize, apply, and adopt Islamic values in his believe. Therefore, it requires two comitment, firstly, a comitment to Allah (habl min Allah) and comitment to other human (habl min an-nas and habl min al-alam). The Islamic campus not only has a role as an “agent of concervation” but also producer of an “agent of change”. These agents should be equipped by the universal and objective values (nilai Ilahiyah) which live in our tradition. These values should be configured and adapted through the time, condition, and place. Similarly, local values and subjectif values (nilai insaniyah) should be modified and dynimicaly changed to meet the present needs of the sosiety. The campus (education) gives should preserve and sustain values in the right position and place.</p> <p> </p>