Character Education as Brain Education: Spiritual Neuroscience Studies in Islamic Education

The problem of 21st Century education is in facing the challenges to produce generations with ability to think critically and skills in solving life problems. The challenges can be responded through educational innovation in Islamic boarding schools. The purpose of the research is to analyze the forms of educational innovation made by Islamic boarding schools in Indonesia and Malaysia in facing the 21st Century. This research uses systematic literature review (SLR) type of qualitative approach. The tools used to codify the literatures are Publish and Perish, ERIC, and Google Scholar. The codification result finds 64 articles on Islamic boarding schools innovation in Malaysia and 207 articles on it in Indonesia. The articles codified are limited from 2013 -2023. The result of the research shows that there are differences between educational innovations in Indonesia and Malaysia in the period of 2013 to 2023 in the aspects of the use of technology, community involvement, collaboration with other educational institutions, combination of religious and general education, and in the aspect of project-base education. The similarities between the two are in increasing the faith of Muslims through religious education and creating generations of noble character. To face the challenges of the 21st century requires the role of a transformational and distributive leader who can form unity, partnership, cooperation, democracy, tolerance, and involvement in leadership practices.

Section: Technological Skillsmentioning

confidence: 99%

Educational Innovation of Islamic Boarding Schools in Indonesia and Malaysia in Facing the 21st Century Challenges

Asror,

Mahfudloh,

Kusaeri

et al. 2023

“…The personal development of students can be carried out as explained in the results of Moh Ahsanulkhaq's research, which revealed that educators are able to form religious characters with habitual patterns such as smiling and greetings, clean living patterns, even child discipline (Ahsanulkhaq, 2019). The habituation given by Madrasah Ibtidaiyah 2 of Semarang Regency is also directed at academic culture or activities that have been systematically patterned so that students will have humanist-religious characters (Asman et al, 2021).…”

Section: ) Humanist-religious Learning Process In Child-friendly Madr...mentioning

confidence: 99%

Internalization of Humanist-Religious Education in Child-Friendly Madrasahs in Indonesia

Subqi,

Hariyadi,

Zaman

et al. 2022

The large number of violence cases in educational institutions by educators to students or by student to student as the result of the lack of sense of humanity makes education unfriendly. Therefore, an orientation in instilling humanist-religious education is needed. The objective of this study is to explore the internalization of humanist-religious education through planning, implementation, and evaluation of child-friendly madrasah (Islamic school). First, the planning of humanist-religious education internalization can be formulated in forms of socialization on children rights and protection, mapping of madrasah condition, preparation of related policies, and child-friendly madrasah team organization. Second, the process of humanist-religious education internalization can be done through customization and exemplary. Last, the evaluation components of humanist-religious education in child-friendly madrasah include context evaluation, inputs, process, and products. The result: this study can be used as the reference for madrasah policies.

“…Moral competence can be periodically instilled in the students according to their environment (Toprak & Karakus, 2018). So far, moral coaching has been conducted dogmatically only, where ideally it must be conducted through simulation to make students accustomed to the behavior permanently (Asman, Suyadi, & Huda, 2021). Research on noble morals is usually conducted partially, either from the family point of view or a personal point of view.…”

Section: Introductionmentioning

confidence: 99%

A Study of Noble Morals in the Implementation of the Project to Strengthen the Pancasila Student Profile in Mover Schools in Magelang Regency

Suryawan,

Rasidi

2022

Indonesian students often commit negative things. This depravity continued to happen in an aggregate number recently. One of the reasons is the lack of noble morals. This study intends to examine the Pancasila Student Profile program, especially for Elementary School Students, as an attempt to edify the students’ morals, which is one of the mandates in Merdeka Curriculum. Merdeka Curriculum provides fun learning experiences oriented in Indonesian people development. This study used mixed method approach. The research was conducted interactively, by which the data from different methods were confirmed to attain saturated data lead to the conclusion making. The data sources were 6 headmasters and 12 teachers from the teaching committee in sekolah penggerak (mover school) program. The data were collected by using questionnaire, interview, document review, and field study. The data were then analyzed by using descriptive, document review, and qualitative approach. The results showed that: 1) religious values were clustered into three, namely (a) religious values became the reference in operational curriculum design, (b) religious values were part of curriculum frameworks embedded in the Pancasila students profile, intra-curricular, school-characterized, and extracurricular activities, (c) religious values own 26% of place position counted from 5 subdimensions out of 19 subdimensions in the Pancasila student profile development phases. 2) the implementation of Pancasila student profile in sekolah penggerak (mover schools) follows six stages, namely understanding the project, setting up the school ecosystem, designing the project, managing the project, documenting the project and managing the project’s results, and evaluating as well as following up the project. 3) the supporting factors in internalizing the religious values in Pancasila student profile project were facilitator assistance and collaboration among schools, parents, societies, and the community of practitioners. Meanwhile, the inhibiting factors of internalization were the overlapping schools’ agendas, individual-centralized teachers’ workload, distribution, and participation of non-teaching committee teachers.