The Closer Bridge towards Islamic Studies in Higher Education in Malaysia and Indonesia

Assegaf, Abd. Rachman; Zakaria, Abd Razak; Sulaiman, Abdul Muhsein

doi:10.4236/ce.2012.326149

Cited by 8 publications

(8 citation statements)

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“…Even so, it does not mean that progressiveness is not close to local culture. Instead, science and technology functions as "glocalization" 116 of the local wisdom, thereby allowing Indonesian culture to widen the scope around the globe.…”

Section: Knowledge Of Islamic Education In Indonesiamentioning

confidence: 99%

Mainstreaming the Knowledge of Islamic Education With Progress and of Islam Nusantara Education

Suyadi¹

2019

AKADEMIKA

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The knowledge of Indonesian Islamic education is still strongly influenced by Middle Eastern Islamic education, which is currently experiencing political turmoil and bloodshed due to the transnationalism and global Salafism movement. If this condition continues, Indonesian Islamic education will suffer the same fate. In such a situation, Islamic education with progress and Islam Nusantara education must appear prominent, becoming the mainstream (mainstreaming) as a stronghold of the NKRI. Although some studies deliberately make the difference between them, they have the potential for conflict, but the principle of caring for diversity must be put forward. Library research with this qualitative approach formulates the scientific mainstreaming of Islamic education with progress and Islam Nusantara education amidst the flow of transnational Islamic education. The findings of this study indicate that the scientific advancement of Islamic education with progress is Al-Islam and Kemuhammadiyahan (AIK) while that of Islam Nusantara education is Aswaja. AIK develops knowledge that supports the local wisdom and diversity, while Aswaja maintains local wisdom and national character through science. Both represent the science of moderate Islamic education that is more enlightening than Middle Eastern Islam; thereby, it has the potential to promote Indonesia as a barometer of Islamic world education. Keywords: Islamic education, Kemuhamamdiyahan, and Aswaja

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Section: Knowledge Of Islamic Education In Indonesiamentioning

confidence: 99%

Mainstreaming the Knowledge of Islamic Education With Progress and of Islam Nusantara Education

Suyadi¹

2019

AKADEMIKA

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“…Bebrapa penelitian yang dilakukan di Malaysia dan Indonesia terhadap pengembangan industri keuangan mikro nampaknya perlu mendapatkan sentuhan modernisasi dan edukasi yang memadai. (Assegaf, Zakaria, & Sulaiman, 2012) Peran sektor keuangan dalam hal ini Bank sangat diharapkan dalam membangun kemandirian UMKM, namun pada posisi ketidak stabilan nilai tukar rupiah saat ini nampaknya akan semakin mempersulit peran UMKM untuk berkembang. Saat ini keterpurukan nilai tukar rupiah bisa diartikan bahwa peran Bank Indonesia selaku pemegang otoritas moneter Indonesia masih sulit menemukan formula yang terbaik, ketergantungan pada konstelasi politik dan ekonomi dunia masih dominan, sehingga imbas keterpurukan juga menjadi bagian dari situasi yang harus di selesaikan oleh Indonesia.…”

Section: Ekonomi Unggulan Indonesiaunclassified

MODERNISASI & KELOMPOK MENENGAH INDONESIA

Iskandar

2018

rep

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This paper describes the problems of development in Indonesia that relate to aquatic resources, forestry, and Indonesian middle-class groups that are superior in its development structure. Development barriers in aquatic resource development need modernization. Modernization is a necessity in the process of aquatic development, forestry and Indonesian middle groups. The use of appropriate technology is a resource that supports the development of middleclass development. In this study, descriptive analysis methods were used for the strengths and weaknesses of Indonesia's economic development potential. Primary data is used to describe the problems of modernization and middle group development. Data collection was carried out through literature review, article review and then processed so that the conclusions of this writing could be developed organizational theory, modernization and empirical evidence. The results of this paper state that the process of modernization for Indonesia's economic development and middle class needs to be done, the reorientation of development issues in relation to aquatic resources and forestry and the development of Indonesian middle groups needs to be a top priority. AbstrakTulisan ini mendeskripsikan persoalan pembangunan di Indonesia yang berkaitan dengan sumber daya aquatic, kehutanan, kelompok menengah Indonesia yang menjadi keunggulan dalam struktur pembangunannya. Hambatan pembangunan dalam pengembangan sumberdaya aquatik perlu modernisasi. Modernisasi adalah satu keharusan dalam proses pembangunan aquatic, kehutan dan kelompok menengah Indonesia. Pemakaian teknologi tepat guna menjadi sumber daya yang menopang pengembangan pembangunan kelompok menengah. Dalam penelitian ini digunakan metode deskriptif analisis terhadap kekuatan dan kelemahan potensi pembangunan ekonomi Indonesia. Data-data primer digunakan untuk mendiskripsikan masalah-masalah modernisasi dan pengembangan kelompok menengah. Pengumpulan data dilakukan dengan telaah pustaka, review artikel dan kemudian diolah agar kesimpulan penulisan ini dapat dikembangkan teori organisasi, modernisasi dan bukti empirik. Hasil dari penulisan ini menyatakan bahwa proses modernisasi bagi pembangunan ekonomi Indonesia dan kelompok menengah perlu dilakukan, reorientasi persoalan

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“…This study distinguishes between general Islamic education and IS. Although Islamic education has a distinct connotation, in most literature, Islamic education, Islamic religious institutions, madrasah and IS are interchangeably used (McClure, 2009;Warnk, 2009;Assegaf et al, 2012;Reetz, 2010;Warnk, 2009), and thus, it confuses new readership. We maintain that Islamic education is broader in scope and does not pertain to a specific discipline; it encompasses a range of disciplines albeit with an Islamic foundation.…”

Section: Recent Studies On Is Disciplinesmentioning

confidence: 99%

Aspiration to enrol children in Islamic studies: a case of academicians

Islam

Zayed

2016

JME

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Purpose A preliminary observation reveals that children of Islamic studies (IS) academicians do not choose IS as their career discipline. In view of this, this paper aims to explore the dimensions of parental attitudes, behaviours, perceptions and aspirations in seeing a future in IS for their children. Design/methodology/approach Fifteen interviews were conducted to explore the attitude of IS academicians. Findings led us to hypothesize that perceived social recognition explains the maximum variance. Later, 126 academicians were surveyed. Findings Results of regression analysis rejected the null hypothesis. The parental attitude of IS academicians, their engagement and perceived social recognition significantly predicted their aspiration in enrolling their children in IS. The regression model explained 64 per cent of total variance accounted for IS academicians’ career aspirations for their children. This study suggests investigating the socio-cultural and geographical impact on the career aspirations of IS academicians for their children. Originality/value The findings and results of the study can contribute to educational counselling to guide the counsellors. Further study on this issue may reveal whether IS academicians have plans to modify the curriculum or change their socio-economic status. It should also be examined whether they are doing so as a part of their implicit or explicit strategy.

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The Closer Bridge towards Islamic Studies in Higher Education in Malaysia and Indonesia

Cited by 8 publications

References 1 publication

Mainstreaming the Knowledge of Islamic Education With Progress and of Islam Nusantara Education

Mainstreaming the Knowledge of Islamic Education With Progress and of Islam Nusantara Education

MODERNISASI & KELOMPOK MENENGAH INDONESIA

Aspiration to enrol children in Islamic studies: a case of academicians

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