This paper aims to discover the basic concepts of evaluation and its implications on evaluating Islamic Religious Education learning in Schools. This paper employs a qualitative approach and literature study method. Based on the results of the discussion, the evaluation consisted of measurement and assessment. In the context of learning, evaluation has a very important and strategic position since it is included in the steps of learning. The aim is to determine the effectiveness and efficiency of the learning system. The area of discussion includes evaluation in learning programs, learning processes, and learning outcomes. In general, the principle of evaluation consists of continuity, comprehensiveness, fairness, objectivity, cooperativeness, and practicality. In specific, the principle consists of integration, coherence, pedagogical, and accountability. In terms of type, learning evaluation consists of evaluation of planning, development, monitoring, impact, efficiency, and comprehensive programs. In terms of object, evaluation of learning includes input, transformation, and output. The subject includes the educator, the officer who has been trained, and the students that can evaluate themselves. In terms of the technique, it consists of tests and non-tests. The implication is that the evaluation of the learning of Islamic Religious Education in schools needs to be carried out in a continuous, comprehensive and integrated manner. Thus, Islamic Religious Education educators must be able to evaluate the development of students, including in the aspects of aqliyah, qolbiyah, and amāliyah.

The presence of Islamic education is expected to be an alternative solution to educational problems caused by the materialism education system. This present study aims at investigating education from an Islamic perspective and its role in fostering Islamic personality. This study employed a qualitative approach and literature review method. Based on the results of the discussion, there has been no agreed term on education based on Islamic perspective. However, in this case, the writer is more inclined to ta'dÄb as the term for education in Islam since it, based on its conceptual structure, has included the elements of science (ilm), teaching (ta'lÄ«m), and good care (tarbiyaħ). The purposes of Islamic education are to develop an Islamic personality and to master Islamic safaqah, science and technology, and adequate expertise. In Islam, teachers are regarded as a highly honored person, and students are encouraged to maintain good character and conduct (adab) when they interact with their teachers. In addition, Islamic curriculum and education materials are supposed to be in line with the Islamic Aqeedah (faith). In principle, Islamic education methods have their own characteristics and one of them is the Quranic education method. All media and facilities are permissible as long as it does not conflict with the Islamic Aqeedah (faith). The evaluation in Islamic education consists of measurements and assessments covering the aspects of aqliyah, qolbiyah, and amāliyah. Islamic education plays an important role in fostering Islamic personality since it is inseparable from the idea of Islamic education in order to foster an Islamic personality.

This present study aims at identifying the role of Islamic boarding schools as Islamic educational institutions in Indonesia. This study employed a qualitative approach and literature study method. Based on the results of the study, Islamic boarding schools in fact provided the process of teaching, educating, developing, and spreading the religion of Islam. In relation to the objectives of Islamic boarding schools, it in principle aims to develop Islamic personality, specifically the personality that put more concern on the believing and consciousness of Allah, noble character, piety, usefulness and loyalty to the community, and being a custodian of all humankind (khadim al-ummaħ). The role of Islamic boarding schools in Indonesia was not only as educational institutions but also it took a role as a religious institution operated as a basis against any kind of colonialism, as knowledge institutions, research institutions, training institutions, and community development institutions, and cultural bonds. Keywords: Islamic Boarding Schools, Islamic Educational Institutions, IndonesiaAbstrakTujuan pembahasan ini untuk mengetahui peran pondok pesantren sebagai lembaga pendidikan Islam di Indonesia. Pembahasan ini menggunakan pendekatan kualitatif dan metode studi literatur. Berdasarkan hasil pembahasan, pondok pesantren merupakan lembaga pendidikan Islam yang memberikan pengajaran, pendidikan, pembinaan dan menyebarkan agama Islam. Tujuan pendidikan pesantren adalah dalam rangka membina kepribadian Islami, yaitu kepribadian yang beriman dan bertakwa kepada Allah Subḥānahu Wa Ta’ālâ, berakhlak mulia, bermanfaat dan berkhidmat kepada masyarakat dengan menjadi pelayan umat (khadim al-ummaħ). Peran pondok pesantren di Indonesia bukan hanya sebagai lembaga pendidikan tetapi berperan juga sebagai lembaga keagamaan yang menjadi basis perlawanan terhadap segala bentuk penjajahan, lembaga keilmuan, lembaga penelitian, lembaga pelatihan, dan lembaga pengembangan masyarakat sekaligus menjadi simpul budaya.Kata Kunci: Pondok Pesantren, Lembaga Pendidikan Islam, Indonesia

Tujuan pembahasan ini untuk mendeskripsikan inovasi pembelajaran Pendidikan Agama Islam melalui model Contextual Teaching and Learning dalam meningkatkan taraf berfikir peserta didik. Pembahasan ini menggunakan pendekatan kualitatif dan metode studi literatur. Berdasarkan hasil pembahasan, model Contextual Teaching and Learning merupakan model pembelajaran yang banyak melibatkan peserta didik dengan mengaitkan materi yang dipelajari dengan konteks kehidupan nyata. Model Contextual Teaching and Learning didalamnya mengakomodasikan keterlibatan peserta didik secara fisik maupun mental. Dengan demikian, peserta didik difasilitasi dalam mengembangkan pengetahuannya sendiri yang sudah ada pada struktur aqliyahnya, dan diberi kesempatan untuk memecahkan masalah secara bersama-sama dalam kegiatan ilmiah. Oleh karena itu, model Contextual Teaching and Learning bisa dijadikan model alternatif untuk proses internalisasi nilai-nilai Islam dalam pembelajaran Pendidikan Agama Islam. Implementasinya dengan cara menyampaikan materi yang lebih aktual, realistis, mencerdaskan, mencerahkan, dan membangkitkan pemikiran. Implikasinya, taraf berfikir peserta didik akan meningkat karena diberi keleluasaan dalam mengeksplor pembelajarannya.

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 aim of this present study is to initiate Islamic education in order to rectify the educational paradigm in Indonesia. With respect to the research methodology, this study employed a qualitative approach and literature study method. In its implementation, the collected data was then analyzed using a descriptive analysis method. Based on the results of the discussion, in order to rectify the educational paradigm in Indonesia, it should initially change the secularism paradigm that has been fossilized in the world of education into the paradigm of Islam, al-Qur`an, and Tauhid. As a consequence, this paradigm will have implications for the establishment of the conceptualized education system that inevitably also affects the to-be-achieved educational objectives. In order to realize a good education system, there should be integration between the elements of education practitioners which consist of family, mosques/schools/campuses, and society. As a result, those aforementioned objectives will be successfully achieved in the moment when Islamic rules are fully implemented in all aspects of life. Therefore, it is necessary to continuously educate the public regarding the importance of implementing Islamic rules in all aspects of life, including in the aspect of education.

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.

Learning process, as one of the core activities in education, is very prominent in realizing national education goals. However, in reality, despite the standard education process has been formulated, the learning process in Indonesia is still poorly developed. The purpose of this discussion is to analyze the regulations of the Minister of Education and Culture of the Republic of Indonesia Number 22 Year 2016 regarding process standards in Primary and Secondary Education and their implications on Islamic Religious Education (PAI) learning in schools. This study uses a qualitative approach and analytical method. Based on the results of the discussion, the primary and secondary education process standards listed in the regulation Number 22 Year 2016 are reliable and comprehensive. The learning principle with a scientific approach has implications on the wholeness of PAI learning process, as the subject is required to be understood comprehensively, not partially. To accomplish this, PAI teachers must use approaches, strategies, methods, techniques, tactics and learning models that are in harmony with the learning material that is delivered, so that an effective and efficient learning process will be achieved.