Modernization of Indonesian Islamic schools’ curricula, 1945–2003

Zuhdi, Muhammad

doi:10.1080/13603110500430765

Cited by 32 publications

(38 citation statements)

References 1 publication

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“…Basically, Islamic education has a special characteristic which is referred to Al Quran and Al Hadits. Integrated Islamic School Network is not only realized on educational design, but it should also be implemented in the operational education systems (Lukens-Bull, 2001;Pohl, 2009;Tan, 2012;Zuhdi, 2006). There are several schools in Surakarta which implies Integrated Islamic School Network.…”

Section: Curriculummentioning

confidence: 99%

Implementation of Integrated Learning Based Integrated Islamic School Network Curriculum in SMA ABBS Surakarta

Munadi¹,

Dewi²

2019

Al-Ta'lim J.

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This research aims to identify the implementation of integrated learning method based on Integrated Islamic School Network curriculum in SMA ABBS of Surakarta. This research is aimed to analyze the integrated phases used in SMA ABBS. Descriptive qualitative research was applied where the data taken from document, events, and informants. The results of the research show that there are three phases of integrated learning: material comprehension, integrated understanding, and practicing the integrated learning. The implementation of integrated learning method in SMA ABBS develops intellectual intelligence (IQ), emotional intelligence (EQ), and spiritual intelligence (SQ). The implementation of integrated learning method based on Integrated Islamic School Network curriculum has ideological foundation sourced from the holy Qur"an and As-Hadits. The successful implementation of this method is due to good cooperation between the committees involved.

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Section: Curriculummentioning

confidence: 99%

Implementation of Integrated Learning Based Integrated Islamic School Network Curriculum in SMA ABBS Surakarta

Munadi¹,

Dewi²

2019

Al-Ta'lim J.

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“…Another change that seemed to promote the seeds of a critical society was the role of Islamic higher institutions in making people more tolerant and open-minded, as Islamic schools were finally recognized as a great national asset (Zuhdi, 2006). The existence of Islamic higher institutions has contributed significantly to the advancement of Indonesia as a pluralistic nation, especially in promoting moderate Islam, as Kraince (2007) …”

Section: Critical Thinking Elt Socio-political Condition and Textbomentioning

confidence: 99%

Historical Perspective: The Development of Critical Thinking in Indonesian Elt

Ilyas

2017

JER

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Even though critical thinking has been included in education system in Indonesia, it is unlikely to be widely implemented in teaching-learning processes in all levels of education in this country. Indonesian ELT (English Language Teaching) can actually play a role in promoting critical thinking in education. However, the development of ELT in this country since colonial to present era does not seem to facilitate students' critical thinking skill. This article presents historical perspective with regard to ELT and critical thinking. The first part reviews the history of Indonesian education which did not promote critical thinking, followed by the historical development of Indonesian ELT. The third part discusses socio-political condition which could be partly solved by promoting critical thinking in education and society. The final part suggests incorporation of critical thinking into English textbooks as ELT can also be used as a vehicle for teaching critical thinking. Keywords: historical perspective, critical thinking, Indonesian education, ELT textbooksMeskipun berpikir kritis telah dimasukan ke dalam tujuan pendidikan di Indonesia, berpikir kritis sepertinya belum diterapkan secara luas dalam proses pembelajaran di seluruh tingkat pendidikan di negeri ini. Pendidikan bahasa Inggris (ELT) sebenarnya dapat memainkan peran penting dalam mempromosikan berpikir kritis. Namun perkembangan ELT di negeri ini sejak zaman penjajahan hingga saat ini belum mendorong siswa untuk berpikir kritis. Artikel ini menyajikan perspektif sejarah tentang ELT dan berpikir kritis. Bagian pertama membahas sejarah pendidikan di Indonesia yang tidak mempromosikan berpikir kritis, diikuti oleh sejarah perkembangan ELT di Indonesia. Bagian ketiga membahas kondisi sosial-politik yang kemungkinan dapat diselesaikan dengan mempromosikan berpikir kritis di pendidikan. Bagian

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“…Ideally, pesantrens are open for anyone who willing to study Islam or developing well manner and spiritual of their children, disregards of the disability of someone has. However, due to modernization and increasing demand of developing life skills of pupils, since 1990s pesantren has developed into pesantren Salafiyah (traditionalist) and pesantren Khalaf (modern) with the last type is adopting national curriculum alongside with religious instructions [9,10]. The traditionalist focuses on religious teaching and character development in order to produce Islamic leader or Ulama.…”

Section: B Pesantrenmentioning

confidence: 99%

“…"Reference [9] and [10]" described that there are 5 forms of pedagogy in pesantren includes: memorizing, wetonan or bandongan, sorogan, muzhakaroh and majlis ta'lim. Memorizing is the main form of individual learning that requires students to memorize the Kitab or classical text which is in Arabic language has been explained by the Kyai.…”

Section: Schedule At Pesantrensmentioning

confidence: 99%

“…Within Indonesia, education is provided and regulated either under Ministry of Education (for secular, non-religious schools) or MoRA for religion schools [7]. This dual system occurs because of Muslim leaders and educators believed that MoRA was the only government institution with the expertise necessary for evaluating the competency of the Islamic schools apart from preventing secularism [7,9]. By the release of three minister joint decree in 1975, a universal curriculum for Islamic schools has been standardized and then accepted in most Islamic schools and some pesantrens who seek formal recognition.…”

Section: Inclusive Educationmentioning

confidence: 99%

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Researching the practice of inclusive education in Indonesian Pesantrens (Islamic Boarding Schools)

Mardiyanti¹,

Rasid²

2018

Proceedings of the International Conference on Diversity and Disability Inclusion in Muslim Societies (ICDDIMS 2017)

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Negative image has been posed around Indonesian pesantrens as it close to terrorism and radicalization. In fact, Pesantren has a very limited supports from the government but keep educating people, including people with disabilities, as part of their worship to God. This article investigates practices of pesantrens in providing access to Indonesian with disabilities. The article also explores religious values and ethics that promote inclusive education within pesantrens. This paper demonstrates that some elements of inclusive education have been implemented in Indonesian pesantrens. The pesantrens welcomed students with disabilities although with very less supports in term of facilities. Besides, many parents believed that pesantrens are the best place to develop well manner beside good knowledge and morality of their children, including children with disabilities. I start the paper with a discussion of the conceptual framework of Islamic education and pesantrens. I then discuss the research setting of two pesantrens and the methodology followed by the findings and a discussion to describe social interaction within Indonesian context.

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Modernization of Indonesian Islamic schools’ curricula, 1945–2003

Cited by 32 publications

References 1 publication

Implementation of Integrated Learning Based Integrated Islamic School Network Curriculum in SMA ABBS Surakarta

Implementation of Integrated Learning Based Integrated Islamic School Network Curriculum in SMA ABBS Surakarta

Historical Perspective: The Development of Critical Thinking in Indonesian Elt

Researching the practice of inclusive education in Indonesian Pesantrens (Islamic Boarding Schools)

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