Curriculum Typology of Islamic Religion Education in  Integrated Islamic School (Sit)

Sofanudin, Aji

doi:10.32729/edukasi.v17i1.563

Cited by 11 publications

(15 citation statements)

References 2 publications

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“…Hal ini mulai berubah semenjak muncul dan berkembangnya Sekolah Islam Terpadu (SIT). Didirikan pertama kali oleh para aktivis masjid kampus ITB dan UI, hingga lembaga pendidikan Islam ini tersebar ke seluruh wilayah Indonesia (Sofanudin, 2019). Pesatnya perkembangan SIT di kota-kota besar merupakan bukti bahwa sekolah ini menjadi tren baru pendidikan Islam di Indonesia.…”

Section: Pendahuluanunclassified

“…Aspek ideologis yang paling sering disorot dari keberadaan SIT ternyata tidak seragam dalam praktiknya, karena pendirian sekolah tidak serta merta berlatar belakang ideologi keagamaan yang sama (Suharto, 2018), prosedurnya masih banyak bernuansa administratif, meskipun dominan dari haluan ideologi, namun faktanya banyak SIT berbeda secara ideologis (Sofanudin, 2019). Hal ini karena JSIT tidak kaku menerapkan agenda ideologi kedalam kurikulum khusus yang mereka bangun, mereka sadar betul aspek pragmatisme menjadi hal penting dalam roda perjalanan lembaga.…”

Section: Hasil Dan Pembahasanunclassified

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Pengaruh Otoritas Keagamaan Di Sekolah Islam Terpadu

Sumanti

Zunidar

Kurniawan

et al. 2021

EDUKASI

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This study aims to show the tendency of urban Muslim communities in the city of Medan in choosing primary schools for children. The number of Islamic schools in Medan City continues to grow. The type of Islamic education that is developing is the Integrated Islamic School (SIT). SIT emerged as a response to the urban Muslim community. Its presence fulfills the wishes of previous Islamic education institutions, such as Islamic boarding schools, madrasas and public schools. The focus of the study looks at the role of the SIT religious authority in shaping teaching so that SIT's ability to compete with schools and Madrasahs affiliated with the NU, Muhammadiyyah, Al-Washliyah, and Al-Ittihadiyah organizations in terms of both curriculum and managerial aspects. The research method used is qualitative naturalistic. The main finding of this research is that the religious authority formed from the learning process at SIT leads to certain groups and ideologies affiliated with the Tarbiyah group. Its religious development indicates that the taste for Islamic education in urban communities leads to SIT which has an integrated curriculum. The managerial system is more modern in use because it is integrated with the existence of quality management in the administrative system that combines the managerial systems of the Ministry of Education and the Ministry of Religion, which are not owned by madrasah or pesantren institutions. The SIT curriculum model is successful in responding to the sociological needs of the urban Muslim community between the needs of religious and general teaching which is also a place to 'entrust' children all day because SIT uses a fullday curriculum model system.AbstrakPenelitian ini bertujuan untuk menunjukkan kecenderungan masyarakat muslim urban di kota Medan dalam memilih sekolah dasar bagi anak-anak. Jumlah sekolah Islam di Kota Medan terus berkembang. Jenis pendidikan Islam yang berkembang yaitu Sekolah Islam Terpadu (SIT). SIT muncul sebagai respon masyarakat muslim urban. Kehadirannya memenuhi keinginan yang tidak dimiliki lembaga pendidikan Islam sebelumnya, seperti pesantren, madrasah, dan sekolah umum. Fokus kajian melihat peran otoritas keberagamaan SIT dalam membentuk pengajaran hingga kemampuan SIT bersaing dengan sekolah dan Madrasah yang berafiliasi pada organisasi NU, Muhammadiyyah, Al-Washliyah, dan Al-Ittihadiyah dari segi kurikulum maupun managerialnya. Metode penelitian yang digunakan adalah kualitatif naturalistik. Temuan utama penelitian adalah otoritas keagamaan yang dibentuk dari proses belajar di SIT mengarah pada kelompok dan ideologi tertentu yang berafiliasi dengan kelompok Tarbiyah. Perkembangan keagamaannya mengindikasikan bahwa selera pendidikan Islam pada masyarakat urban mengarah pada SIT yang memiliki kurikulum integrasi. Sistem managerialnya lebih modern digunakan karena terintegrasi dengan adanya management quality pada sistem administrasi yang menggabungkan sistem managerial Kementerian Pendidikan dan Kementerian Agama, yang tidak dimiliki lembaga madrasah atau pesantren. Model kurikulum SIT berhasil merespon kebutuhan sosiologis masyarakat muslim urban antara kebutuhan pengajaran agama dan umum yang sekaligus menjadi tempat ‘menitipkan’ anak seharian karena SIT menggunakan sistem kurikulum model fullday.

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Section: Pendahuluanunclassified

Section: Hasil Dan Pembahasanunclassified

Pengaruh Otoritas Keagamaan Di Sekolah Islam Terpadu

Sumanti

Zunidar

Kurniawan

et al. 2021

EDUKASI

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“…A. PENDAHULUAN Sepuluh lima belas tahun belakangan ini muncul sekolah yang menggunakan label "Islam Terpadu" yang banyak diminati masyarakat muslim kelas menengah (Suyatno, 2015) (Sofanudin, 2019b). Sekolah Islam Terpadu tersebut sebagian mengusung model pembelajaran full day school dan sebagian menerapkan boarding school atau sistem asrama (Muzayanah & Wahab, 2019).…”

Section: Student Care Patterns In Integrated Islamic Boarding School Bina Amal Semarangunclassified

“…Penelitian sebelumnya tentang SIT banyak mengulas tentang sejarah dan ideologi SIT (Suyatno, 2013), tingginya animo masyarakat terhadap SIT (Suyatno, 2015), manajemen SIT (Wahab, 2018), dan tipologi kurikulum SIT (Sofanudin, 2019b). Riset tentang pengasuhan lebih banyak pada kelembagaan pesantren (Achmad Dudin, 2020).…”

Section: Student Care Patterns In Integrated Islamic Boarding School Bina Amal Semarangunclassified

Student Care Patterns in Integrated Islamic Boarding School Bina Amal Semarang

Sofanudin

Prihastuty

Ibda

2021

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This research aims to determine caring patterns for student in an integrated Islamic boarding school (SMIT) Bina Amal Semarang. Teacher act as parents in this caring activity to conduct supervision, guidance, discipline, giving reward and punishment. SMIT Bina Amal Semarang is an integrated boarding Islamic school which consists of junior and senior high schools. By using qualitative approach, the research found that caring patterns at these schools were developed in a democratic pattern of pesantren model. All students of the schools were automatically deemed as “santri”(students) of the “pesantren” Bina Amal. Supervision, guidance, discipline, reward and punishment implemented at the Bina Amal Semarang schools were carried out by caregivers along with a clear organizational management consisting of three coordinators: Islamic culture and discipline coordinator, tahsin tahfiz coordinator, and academic coordinator. The rules were strictly enforced through student management guidelines that contain academic guidelines and dormitory rules. Learning system was integrated between school and dormitory programmes. Penelitian ini bertujuan untuk mengetahui pola asuh peserta didik Sekolah Menengah Islam Terpadu (SMIT) Bina Amal Semarang. Pola asuh merupakan cara guru sebagai orang tua dalam melakukan pengawasan, bimbingan, disiplin, pemberian hadiah dan hukuman yang diterapkan kepada peserta didik. SMIT Bina Amal Semarang merupakan Sekolah Islam Terpadu yang dikelola dengan sistem asrama (boarding school) terdiri atas jenjang SMP dan SMA. Dengan menggunakan pendekatan kualitatif temuan penelitian menunjukkan bahwa pola asuh peserta didik pada SMIT Bina Amal Semarang menerapkan pola demokratis model pesantren. Seluruh peserta didik SMIT Bina Amal otomatis adalah “santri” pada “pesantren” Bina Amal. Pengawasan, bimbingan, disiplin, pemberian hadiah dan hukuman yang diterapkan di Bina Amal Semarang dilakukan oleh pengasuh beserta organ struktur organisasi yang jelas: korbid budaya Islami dan kedisiplinan, korbid tahsin tahfiz, dan korbid akademik. Aturan diterapkan secara ketat melalui pedoman pengelolaan peserta didik yang berisi pedoman akademik dan tata kehidupan asrama. Pembelajaran peserta didik terintegrasi antara kegiatan pembelajaran sekolah dan kegiatan santri di asrama.

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“…In 1990s there have grown integrated Islamic schools under Tarbiyah or Revivalist movement. In its journey, each integrated Islamic school (SIT) has various typologies (Sofanudin 2019b). Studies of Islamic Education in Indonesia have multiplied due to kuttabs.…”

Section: Literature Reviewmentioning

confidence: 99%

Islamic Education and Islamic Revivalism in Indonesia: A Case Study of Kuttab Al-Fatih Purwokerto

Sofanudin¹,

Prihastuty²,

Fanani³

2021

Preprint

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Kuttab is a new phenomenon in the Indonesian education system. Apart from pesantren, madrasa, and Islamic schools which are publicly familiar and formallyrecognized by the Indonesian government, kuttab new actor and joins the Islamic education arena with the specific offer on Quranic and Islamic belief learning. Thisstudy aims at revealing ideological roots of Kuttab Al-Fatih (KAF) and analyzing its educational concept. Kuttab Al-Fatih is selected because of its rapid spread andsuccess to establish 34 branches throughout Indonesia. Using a qualitative approach to study KAFs in Purwokerto, the study shows that KAF embraces conservative andfundamentalistic thought in Islam. The educational concept of kuttab is idealizing past glorious Islamic institutions and civilization. Therefore, the spirit of KAF is to restore ideal Islamic education of the past

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Curriculum Typology of Islamic Religion Education in Integrated Islamic School (Sit)

Cited by 11 publications

References 2 publications

Pengaruh Otoritas Keagamaan Di Sekolah Islam Terpadu

Pengaruh Otoritas Keagamaan Di Sekolah Islam Terpadu

Student Care Patterns in Integrated Islamic Boarding School Bina Amal Semarang

Islamic Education and Islamic Revivalism in Indonesia: A Case Study of Kuttab Al-Fatih Purwokerto

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