Globalization has been affecting many aspects of human life, such as, social, politics, economic, culture, information and communication, and education. The development of technologyy in globalization era has brought society into wider world. Connection among individuals becomes easier. What happen in one part of the world can be instantly accessed by others in other part of the world. Information and knowledge can effortlessly be obtained from various sources of technology, such as, radio, television, internet, newspaper and magazines. This situation brings about consequences on education. Modern schools, crative teachers, high performance students are among consequences of the development of technology. Islamic schools, as part of schools, should be able to respond this situation in order not to be left behind. While some efforts might be taken to improve the quality of Islamic educational institutions, such as improving learning quality, preparing competitive graduates both from Islamic boarding schools (pesantren) and Islamic schools (madrasah), pesantren and madrasah are encouraged to preserve their characteristics that have existed for years. DOI: 10.15408/tjems.v1i2.1266
Revitalisasi Pendidikan Islam Pada Madrasah. Upaya merekosiliasi ajaran agama dengan era modern terus dilakukan kaum muslimin di madrasah. Hal ini untuk menunjukkan bahwa Islam tidak bertentangan dengan era modern. Sebab di era modern kehidupan manusia akan ditandai oleh dua kecendrungan yang saling bertentangan dengan Islam, yakni; ilmu pengetahuan vs iman takwa, ajaran vs sekulerisasi serta spiritual vs material. Untuk itu pendidikan Islam pada madrasah juga harus meningkatkan peranannya sebagai lembaga pendidikan Islam untuk merespon kemajuan modernisasi saat ini, misalnya dengan merevitalisasi sistem pendidikannya yang pro perubahan sehingga dapat meningkatkan kualitas pembelajaran, mempersiapkan lulusan madrasah yang handal sehingga dapat mengimbangi arus modernisasi yang ada dan tidak ketinggalan zaman dengan tidak meninggalkan program pendidikan madrasah yang sudah ada sejak dahulu dan cocok dengan era modern pada abad 21 ini.
The purpose of this study is to describe Islamic religious education as the main subject taught at various levels of educational units that are facing serious problems, namely the threat of modernization that changes all human life in various fields, including education, in the era of modernization education is required to be responsive in overcoming various problems. faced by humans, education is faced with the demands of modern humans who want education graduates to master various fields and expertise. This research is qualitative research using exploratory research. The data analysis technique used phenomenological analysis and data collection methods in this study using observation, in-depth interviews, and documentation studies. The results of this study need to reformulate the education system based on the needs of modern society, one of the strategic steps is to change the approach and learning method of Islamic religious education in schools from the old model to the new model and this effort has already been carried out by superior schools in Indonesia, especially by schools. Islamic Senior High School Al-Azhar 1 Jakarta in the field of PAI studies which has benchmarks of success and five approaches in learning Islamic Religious Education including the following approaches: first, experience; second, habituation; third, Emotional; fourth, Rational; and Fifth, Functional. As well as creating special methods for each material in the Islamic Religious Education curriculum. The methods of the material are: first, the method of teaching faith; second, worship; third, morality; fourth, the history of Islamic culture; Fifth, the Qur'an.
The 2013 curriculum is the latest guideline for implementing education in Indonesia. Its application applies to public schools and special schools. This study aims to determine how to implement the 2013 curriculum in learning Islamic religious education for children with special needs (ABK) at SLB Negeri 01 Jakarta. This study uses qualitative research with a descriptive approach to data collection techniques with interviews, observation, and documentation. Data were collected based on field notes, comments, and documentation. The results of the study concluded that the implementation of the 2013 Curriculum for Children with Special Needs (ABK) at SLB Negeri 01 Jakarta uses the same PAI curriculum as the curriculum in traditional schools, and the scope of Islamic Religious Education materials taught is no different from other schools including; al-Qur'an hadith, faith, morals, fiqh and the history of Islamic culture. The learning methods for Islamic Religious Education in special schools are lectures, practices, questions and answers, demonstrations, and exercises. The learning media used include audio-visual media, tape recorders, films, radio, television, digital al-Qur'an, and braille Qur'an are also puzzles. Learning Evaluation consists of three domains cognitive, affective, and psychomotor.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.