This research aims to describe the implementation of Takhassus Tahfidz program at the Formal Institution in Lamongan regency, the obstacles experienced during the implementation of the Tahfidz class, and the solutions offered from the obstacles experienced during the implementation of Tahfidz program. This research used a qualitative descriptive approach with case study research design. Data collection method used were observation, interview, and documentation. The data were validated through triangulation techniques. For data analysis technique, the researchers used qualitative analysis through the steps of data reduction, data presentation, and conclusion drawing or verification. The results of this study show that (1) the implementation of the Takhassus Tahfidz program at the formal institution in Lamongan regency is carried out with three stages of learning programs, planning (materials, media, methods: Bi Nadzhor, Talaqqi, and Taqrir, and time allocation); implementation (introduction, core: ziyadah and murojaah, and closing); then Evaluation (2) the obstacles faced during the implementation of the Takhassus Tahfidz program are environmental conditions, time management, personal matters, students’ motivation (low intention to memorize), the level of intelligence, and the student organization, (3) the solutions offered to overcome obstacles that occur during the implementation of the Takhassus Tahfidz program are by providing additional time; motivating the Tahfidz teachers, facilitating students with a cozy place to memorize, guiding students to manage time well, and prohibiting students to join student organization.
Law Number 18 of 2019 provides the legal basis for integrating madrasahs with Islamic boarding schools (pesantren), aiming to ensure that formal madrasahs within pesantren meet national education standards. One of the challenges faced by formal madrasahs in pesantren is meeting the standards of formal education, including facilities, teacher qualifications, and appropriate curriculum. This research aims to broaden understanding and contribute to the development of formal madrasahs within pesantren. In this study, the researcher employed a secondary data analysis method following the procedures formulated by Heaton from Andrews. The research findings indicate that the development of formal madrasahs within pesantren demonstrates that pesantren are not solely focused on religious education but also provide opportunities for students to receive quality formal education. Several efforts can be made to address the challenges of formal madrasahs within pesantren, including enhancing the quality of education, teacher training to improve qualifications, collaboration with higher education institutions, improving facilities and infrastructure, developing integrated curricula, providing guidance and mentoring, establishing collaborative networks, and strengthening funding. As an alternative solution, it is recommended to transform the top-down and discriminatory approach to madrasah development into a participatory approach in order to achieve effectiveness. The development of formal madrasahs within pesantren towards effective madrasahs can refer to well-established madrasah development programs that have proven their credibility as models.
The purpose of this research is to find out the implementation of learning in the thematic curriculum at the elementary education level? Which includes knowledge about thematic learning and books or teaching materials used. Obstacles encountered during the implementation of thematic learning in determining models, media, and assessments in thematic learning in the Paciran district, Lamongan Regency. This research uses a type of qualitative research with a qualitative descriptive approach. The researcher made direct observations in the field to study in more depth, as a non-participant researcher. The results of this study not all of them understand the substance of the thematic curriculum, so that in implementation there are still many deficiencies, in the implementation many teachers are happy because they are suitable for the age of the child. , as well as supporting facilities for thematic models, including aspects of assessment which in implementation must assess all aspects of learning themes but the teacher must assess according to the basic competencies of the subjects included in each theme.
The Qur'an as a miracle of the Prophet Muhammad contains transhistorical values, which means that the Qur'an was revealed in historical reality. This is because the Qur'an came down as a concrete response to history, time periods, certain events, and certain places. While on the other hand, the Qur'an also has a transcendental value, because of which it is eternal, its values are not bound by space and time, it transcends events, by which it is also believed to be eternal. The next main thing is that we cannot understand the Qur'an, both story verses and aqidah verses or even Shari'ah, we separate them. If we understand with an incomplete understanding model then that is an inappropriate or even wrong understanding, atomistic, the purpose of this paper is to understand the Islamic education system through the stories contained in the Qur'an, namely the story of the prophets Isa and Maryam. The effort to understand these verses is to collect related verses and then we arrange these verses according to the life story of the Prophet Isa and his mother, in which there are several important events, then from snippets of events told in the Qur'an the writer seeks to find the educational values contained in it both from the story and from the meaning side. There is something else from the education system, namely the subjects in the story are Prophet Isa, Maryam, and the Children of Israel, the educational material in this story is divided into three, namely Ideological, Historical and Informative, after the material is finished the educational goals are directed at tasks servitude and caliphate, methods include stories and bayan (proof), In the interaction of education even though there are many miracles that show his prophethood, and justify his apostleship, they are al-hawariyyun who are his loyal followers and helpers
This paper aims to assess the thoughts of two liberal figures related to the strengths and weaknesses of thought in the context of modern education. In this paper , the author tries to explore deeper and more broadly related to Liberal ideology and paradigm through two cross - age figures , namely the modern era and the contemporary era . The method used in this research is library research. Although these two Liberal figures have different views; namely John Locke is referred to as the main character of empiricism in education and John Dewey is referred to as an instrumental figure in education, but in O'neil's book these two figures fall into the category of Liberal figures, both of which complement each other. The final conclusion in this study is the modernization and renewal of learning centered on individual freedom, say student centered education - the problems that occur in society are not diminishing or disappearing, but from day to day they increase and accumulate, the philosophy of constructivism is that each child constructs own knowledge, it turns out that the goal is to humanize humans to fail, to produce people who highlight the competitive side and education capitalism
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