This article would like to explain about the relevance between Ki Hadjar Dewantara’s concept of education and Islamic education. To get a deep comprehension about the concept of Ki Hadjar Dewantara’s education and Islamic education, this research uses qualitative approach and descriptive analitic method, so that the relevance between these two concepts can be seen. The result of this research states that 5 of the 6 components examined from these two concepts of education, have a relevant relation. So, this result indicates that the decline of children’s moral quality that occured today is not caused by Ki Hadjar Dewantara’s concept, but this is due to the educators who have not been able to practice the concept of Ki Hadjar Dewantara’s education well and correctly. Therefore, based on the results of this study, the Indonesian government needs to rearrange the performance of all education practitioners in accordance with the thought of Ki Hadjar Dewantara. Tulisan ini ingin memaparkan tentang ada tidaknya relevansi atas konsep pendidikan Ki Hadjar Dewantara dengan Pendidikan dalam Islam. Penelitian ini dilakukan dengan menggunakan pendekatan kualitatif dengan metode deskriptif –analitis untuk mendapatkan pemahaman secara mendalam mengenai konsep pendidikan menurut Ki Hadjar Dewantara dan konsep pendidikan dalam Islam. Dalam hal ini, akan terlihat ada tidaknya hubungan yang relevan atas kedua konsep tersebut. Setelah diteliti, ternyata hasil penelitian ini menunjukkan bahwa 5 dari 6 komponen yang sudah diteliti dari konsep pendidikan ini, memiliki hubungan yang relevan. Dengan begitu, melalui hasil penelitian ini menandakan bahwa turunnya kualitas akhlak anak yang terjadi di dunia pendidikan saat ini, bukan disebabkan oleh konsep pendidikan Ki Hadjar Dewantara yang tidak memiliki nilai keagamaan di dalamnya, tetapi hal ini disebabkan oleh pelaksana pendidikan yang belum bisa mempraktikkan konsep pendidikan Ki Hadjar Dewantara secara baik dan benar. Maka dari itu, berdasarkan hasil penelitian ini, pemerintah Indonesia perlu menata ulang kinerja seluruh pelaksana pendidikan agar sesuai dengan pemikiran Ki Hadjar Dewantara.
Tujuan penelitian ini untuk mendeskripsikan filsafat perencanaan dan implikasinya dalam perencanaan pembelajaran Pendidikan Agama Islam di Sekolah. Penelitian ini menggunakan pendekatan kualitatif dan metode studi literatur. Berdasarkan hasil pembahasan, perencanaan adalah garis besar gambaran keseluruhan proses yang disertai penentuan secara matang sesuatu yang berhubungan dengan masa depan yang didalamnya ada seperangkat kegiatan dan proses sistematis. Mata pelajaran Pendidikan Agama Islam memiliki tugas mengembangkan potensi peserta didik dalam menanamkan nilainilai keimanan, ketakwaan dan akhlak mulia sebagaimana yang tercantum dalam Undang-Undang No 20 tahun 2003. Oleh karena itu, disinilah pentingnya perencanaan pembelajaran Pendidikan Agama Islam dibuat, supaya dalam mengajarkan mata pelajaran Pendidikan Agama Islam bisa efektif dan efisien. Implikasinya, guru Pendidikan Agama Islam mesti membuat sebuah perencanaan pembelajaran yang bisa mengembangkan potensi manusia menuju manusia yang mulia, yakni manusia beradab, cerdas dari sisi intelektual, sehat, dan memiliki keahlian yang memadai bukan manusia yang setelah lulus belajar orientasinya hanya materi.
The purpose of this study is to determine the role of teachers in realizing the objectives of Islamic Religious Education learning in schools. This present study employed a qualitative approach in the form of literature study. Based on the results of the study, the learning objectives of Islamic Religious Education were easily featured by the integration between the life of the world and the hereafter. Therefore, the Islamic Religious Education learning plans should be formulated in a different method compared to other subjects. In the learning processes of Islamic Religious Education, teachers were highly encouraged to be skillful in developing learning materials and methods. Accordingly, as the role of teachers, they were firstly encouraged to understand the pedagogical competence. Based on the material aspects, teachers were encouraged to have ability in developing Islamic Religious Education materials not only in the realms of cognitive understanding but also in the realms of practical good deeds. In addition, based on the methodological aspects, teachers were encouraged to courageously utilize Islamic education methods, such as the methods of Quranic education, riyadhah, rihlah, talaqi, halaqah, and many more. With respect to the learning evaluation, teachers were encouraged to assess the aspects of the attitudes and skills of students on a daily basis in practicing Islamic teachings since it is obvious that the essence of the objectives of learning Islamic Religious Education was to realize faithful, knowledgeable, and pious students.
The purpose of this writing is to find out how the learning process and evaluation it takes place during the teaching and learning process organized by educators, and learners not only as educational objects but also as subjects. This paper uses qualitative approaches and methods of literary study. In the world of education, learning can empower learners to be independent human beings and able to seize various opportunities in today's highly competitive life. This is when it is associated with spiritual pedagogy, the expected result as an evaluation material by an educator is when the learner instills the qualities of godhood in him so that he becomes a trusted caliph of God on earth by developing all the potential that exists in him. The success of the learning and evaluation process, will not be separated from the supporting components in the world of education, namely the components of vision, mission, goals, curriculum, teaching and learning process, educators, learners, management management, financing, infrastructure facilities, environment, communication networks and cooperation, as well as educational evaluation and basic learning strategies applied
Education is not only roled by a school but also the education become a responsible for all of stake holder such as school, family, and government called TRISENTA (three centers of education). Ultimately, the government has responsible to develop education through creating policies. This study explained the policy of Bandung’s mayor about studying islamic maghreb program which will be evaluated the enforces of the policy in society. Therefore, I create a research about “Development of Religion on Bandung’s Society by Studying Islamic Maghreb Program” (case study at Al-Fithroh mosque in Bandung Kulon). The purpose of this study is to observe an comprehension of head of the Al-Fithroh mosque regarding studying islamic maghreb program, human resource, enforcement procedure of studying islamic maghreb program, and the goal achievement of studying islamic maghreb program. The method of this study is descriptive with qualitative approach. Interview, observation, and documentation study are the technique to collect a data in this study. The results are : 1) the comprehension of Al-Fithroh’s head has corresponded with what the goals of studying islamic maghreb program are ; 2) Al-Fithroh has one teacher and good facilities supported by donors and cash ; 3) procedure enforcement divide to three steps; first, student learn to recognize the words of Qur’an ; second, student is demanded to memorize short surah (juz’ama); third, the students have to understand the meaning of Qur’an. 4) Al-Fithroh has good achievement in implementing studying islamic maghreb program. Moreover, the teacher not only teach the religion subject but also give a soft skill as additional program. Penelitian ini berkenaan dengan kebijakan Wali Kota Bandung tentang program Magrib Mengaji, untuk mengetahui bagaimana implementasi program tersebut. Tujuan penelitian ini adalah mengetahui pemahaman DKM Al-Fithroh terhadap program Magrib Mengaji, sumber daya yang dimiliki, prosedur pelaksanaan program Magrib Mengaji, dan ketercapaian program Magrib Mengaji di masjid Al-Fithroh. Demi mendapatkan data yang sesuai, penelitian ini menggunakan metode deskriptif analisis dengan pendekatan kualitatif. Hasil penelitian ini meliputi: 1) pemahaman DKM Al-Fithroh tentang program Magrib Mengaji telah sesuai dengan tujuan program Magrib Mengaji; 2) Sumber daya dan sarana prasarana yang dimiliki masjid Al-Fithroh sangat menunjang; 3) Prosedur pelaksanaan program Magrib Mengaji yang terdiri dari tiga tahap; 4) Ketercapaian program Magrib Mengaji yang yang telah dicapai DKM Al-Fithroh sudah tercapai dengan optimal dan lebih dari itu karena ada program soft skills yang membuat anak-anak selain dibekali ilmu agama namun dibekali juga skill yang dapat mereka pergunakan di kemudian hari. Kata Kunci: Baca-Tulis Alquran, Kebijakan, Pembelajaran, Program Magrib Mengaji.
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