Transnational Islamic education in Indonesia: an ideological perspective

Suharto, Toto

doi:10.1007/s11562-017-0409-3

Cited by 27 publications

(23 citation statements)

References 35 publications

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“…Aspek ideologis yang paling sering disorot dari keberadaan SIT ternyata tidak seragam dalam praktiknya, karena pendirian sekolah tidak serta merta berlatar belakang ideologi keagamaan yang sama (Suharto, 2018), prosedurnya masih banyak bernuansa administratif, meskipun dominan dari haluan ideologi, namun faktanya banyak SIT berbeda secara ideologis (Sofanudin, 2019). Hal ini karena JSIT tidak kaku menerapkan agenda ideologi kedalam kurikulum khusus yang mereka bangun, mereka sadar betul aspek pragmatisme menjadi hal penting dalam roda perjalanan lembaga.…”

Section: Hasil Dan Pembahasanunclassified

Pengaruh Otoritas Keagamaan Di Sekolah Islam Terpadu

Sumanti

Zunidar

Kurniawan

et al. 2021

EDUKASI

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This study aims to show the tendency of urban Muslim communities in the city of Medan in choosing primary schools for children. The number of Islamic schools in Medan City continues to grow. The type of Islamic education that is developing is the Integrated Islamic School (SIT). SIT emerged as a response to the urban Muslim community. Its presence fulfills the wishes of previous Islamic education institutions, such as Islamic boarding schools, madrasas and public schools. The focus of the study looks at the role of the SIT religious authority in shaping teaching so that SIT's ability to compete with schools and Madrasahs affiliated with the NU, Muhammadiyyah, Al-Washliyah, and Al-Ittihadiyah organizations in terms of both curriculum and managerial aspects. The research method used is qualitative naturalistic. The main finding of this research is that the religious authority formed from the learning process at SIT leads to certain groups and ideologies affiliated with the Tarbiyah group. Its religious development indicates that the taste for Islamic education in urban communities leads to SIT which has an integrated curriculum. The managerial system is more modern in use because it is integrated with the existence of quality management in the administrative system that combines the managerial systems of the Ministry of Education and the Ministry of Religion, which are not owned by madrasah or pesantren institutions. The SIT curriculum model is successful in responding to the sociological needs of the urban Muslim community between the needs of religious and general teaching which is also a place to 'entrust' children all day because SIT uses a fullday curriculum model system.AbstrakPenelitian ini bertujuan untuk menunjukkan kecenderungan masyarakat muslim urban di kota Medan dalam memilih sekolah dasar bagi anak-anak. Jumlah sekolah Islam di Kota Medan terus berkembang. Jenis pendidikan Islam yang berkembang yaitu Sekolah Islam Terpadu (SIT). SIT muncul sebagai respon masyarakat muslim urban. Kehadirannya memenuhi keinginan yang tidak dimiliki lembaga pendidikan Islam sebelumnya, seperti pesantren, madrasah, dan sekolah umum. Fokus kajian melihat peran otoritas keberagamaan SIT dalam membentuk pengajaran hingga kemampuan SIT bersaing dengan sekolah dan Madrasah yang berafiliasi pada organisasi NU, Muhammadiyyah, Al-Washliyah, dan Al-Ittihadiyah dari segi kurikulum maupun managerialnya. Metode penelitian yang digunakan adalah kualitatif naturalistik. Temuan utama penelitian adalah otoritas keagamaan yang dibentuk dari proses belajar di SIT mengarah pada kelompok dan ideologi tertentu yang berafiliasi dengan kelompok Tarbiyah. Perkembangan keagamaannya mengindikasikan bahwa selera pendidikan Islam pada masyarakat urban mengarah pada SIT yang memiliki kurikulum integrasi. Sistem managerialnya lebih modern digunakan karena terintegrasi dengan adanya management quality pada sistem administrasi yang menggabungkan sistem managerial Kementerian Pendidikan dan Kementerian Agama, yang tidak dimiliki lembaga madrasah atau pesantren. Model kurikulum SIT berhasil merespon kebutuhan sosiologis masyarakat muslim urban antara kebutuhan pengajaran agama dan umum yang sekaligus menjadi tempat ‘menitipkan’ anak seharian karena SIT menggunakan sistem kurikulum model fullday.

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Section: Hasil Dan Pembahasanunclassified

Pengaruh Otoritas Keagamaan Di Sekolah Islam Terpadu

Sumanti

Zunidar

Kurniawan

et al. 2021

EDUKASI

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“…In life, education is one of the most basic things that humans must do so that humans can survive this world and the hereafter (Ahmadi, 2020). In Arabic education is called tarbiyah which comes from the verb rabba, while teaching in Arabic is called the term ta`lim which comes from the verb `allam (Suharto, 2018).…”

Section: Definition Of Islamic Educationmentioning

confidence: 99%

Integration of Islamic Education Values Towards the “Yatiman” Tradition in the Month of Suro in Pekalongan

Lestari

Sopiah

Adinugraha

2021

zjpi

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The values of Islamic education are a characteristic, inherent nature which consists of the rules and perspectives adhered to by the Islamic religion. In the “yatiman” tradition of the month of Suro there are Islamic educational values, namely in aqidah, sharia, and morals. Some people in implementing Suroan have mixed with cultural acts, and are against Islam. However, as time goes on, people prioritize something according to Islamic teachings. This study aims to describe the values of Islamic education in the “yatiman” tradition in the month of Suro in Panjang Baru Village, RW IX, Pekalongan City. This study uses a qualitative approach to the type of field research. The data source used is based on the results of observations, interviews conducted with the Long Baru Village Head, the Head of RW IX, Panjang Baru Village, Head of RT, Islamic Religious Leaders, Elders of Panjang Baru Village RW IX, and Orphans, and documentation. Data analysis in this study used a qualitative descriptive through data reduction, data presentation, and conclusion drawing. The results showed that the implementation of the “yatiman” “tradition in the month of Suro in Kelurahan Panjang Baru RW IX Pekalongan began with Tahlil, prayer together, and the Suroan night feast then continued with tausiyah activities and donations for orphans the next day. The values of Islamic education are contained in the values of aqidah, sharia values, and moral values.

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“…The first is the study on the existing teaching materials, like that of Lyn Parker's (2016) analysis on the ecological content, Toto Suharto (2017) on the hidden curriculum, and the intolerance content by (Abdallah, 2016;Rohmatin, 2016;Zainiyati, 2016). The second is the need of multiculturalism (Baidhawy, 2007;Nurwanto & Cusack, 2017;Raihani, 2017;Suharto, 2017), assuming that multiculturalism model will enable students from different faiths to share common values and develop social harmony (Zuhdi, 2005). The study proposes the most fundamental praxis in Islamic education: a tolerant Islamic theology.…”

Section: Religious Intolerance Shown By the Teachers In Ppim Surveymentioning

confidence: 99%

Tolerance Islam Theology of Education Hermeneutic Reading of Tariq Ramadan Thought

Qomaruzzaman

Busro

2019

Qijis

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<p>The survey results on the intolerance of religion teachers in Indonesia signaled the need for the formulation of a more peaceful and tolerant Islamic theological education. This paper reads Ricoeur’s hermeneutics on Tariq Ramadan’s thoughts in formulating the tolerant Islamic education theology. There are three aspects of theology proposed by Tariq Ramadan, namely (1) educational activities are at the heart of Islamic theology, there is no faith without understanding and no understanding without education; (2) education is oriented to encourage individuals to gain religious experience that bears a commitment to participate in creating justice and social achievement; and (3) religious experience resulted from the education is transformed for the benefit of people through the implementation of education and tolerant dakwah (Islamic teachings). </p>

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Transnational Islamic education in Indonesia: an ideological perspective

Cited by 27 publications

References 35 publications

Pengaruh Otoritas Keagamaan Di Sekolah Islam Terpadu

Pengaruh Otoritas Keagamaan Di Sekolah Islam Terpadu

Integration of Islamic Education Values Towards the “Yatiman” Tradition in the Month of Suro in Pekalongan

Tolerance Islam Theology of Education Hermeneutic Reading of Tariq Ramadan Thought

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