Kurikulum Madrasah: Studi Perbandingan Madrasah di Asia

Nasir, Muhammad

doi:10.21580/nw.2015.9.2.524

Cited by 16 publications

(16 citation statements)

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“…First, there was a study that told about the factor that inspires the establishment of pesantren education and connected it to the pesantren curriculum pesantren (Abdullah, 2013;Fauzan & Fata, 2019;Saifuddin, 2015). Another factor the study told was related to the history of Madrasa curriculum and the percentage of general and Islamic studies curriculum conveyed in certain subjects in Madrasa education (Abdullah, 2013;Fakhruddin & Saepudin, 2018;Hasri, 2014;Nasir, 2015;Saifuddin, 2015). Second, it was a study on the competency of the Madrasa and pesantren's graduates and the solutions given (Fauzan & Fata, 2019;Mukhibat, 2016;Rohmah & Arifin, 2017;Styaningsih, 2016).…”

Section: Nur Alimentioning

confidence: 99%

Integrating the Program of School Curriculum and Pesantren Education; Case Study on the Pesantren Located in the Madrasah at Malang City

Ali

2020

Abj

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As a modern Islamic educational institution, Madrasa (Islamic boarding school) has shifted into a public school that has Islamic identity and the issue of restructuring its curriculum is assumed as a deteriorating factor in religious aspects for its graduates. Related to this, Madrasa have responded by carrying out a curriculum program development through the integration of Madrasa curriculum program and Ma’had education (Islamic dormitory). This article aims to describe the background of the integration of Madrasa curriculum program and the education in Ma’had as well as the activities and literacy that determine the success of the curriculum program integration. The data obtained from the observation, interview, and documentation were then analyzed through reduction, display, and verification phases. Afterward, the data triangulation was also conducted. It led to several findings. First, the integrated curriculum program was carried out based on the vision and mission of both Madrasa and Ma’had, and the advance of religious study and science. Second, taklim madrasy and taklim Ma’hady (learning activity conducted in Madrasa and Ma’had) have become the determining factors for the successful implementation of the integrated curriculum program. Moreover, all guests ranging from the officials of the Ministry of Religious Affairs, visitors from other cities and overseas, the Madrasa committee, and all tutors in the Madrasa have also affected the information literacy, digital, and collaboration levels. This sudy provides suggestions to conduct the integration of the school, Madrasa curriculum program and Ma’had program in one location to develop the students’ religious behavior, tolerance, empathy, spirituality knowledge, and literacy skill.

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Section: Nur Alimentioning

confidence: 99%

Integrating the Program of School Curriculum and Pesantren Education; Case Study on the Pesantren Located in the Madrasah at Malang City

Ali

2020

Abj

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“…Madrasah (Istiyani, 2017). Awalnya, Madrasah Diniyah hanya mengembangkan kurikulum keislaman saja, tetapi seiring waktu dan perkembangan zaman, Madrasah Diniyah telah memadukan pengembangkan antara ilmu keislaman dengan ilmu-ilmu teknologi dan pengetahuan umum (Nasir, 2015). Di tengah derasnya arus informasi dan canggihnya teknologi, maka sangat perlu untuk tidak hanya mengoptimalkan pendidikan agama dan pembentukan karakter di sekolah tetapi juga didukung dengan peran Madrasah Diniyah (Syahr, 2016).…”

Section: Pembahasanunclassified

Respon Kebijakan Pemerintah Desa Terhadap Peraturan Bupati Wajib Madrasah Diniyah

Kuswandi¹,

Wajdi²,

Faruq³

et al. 2020

autentik

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This paper discusses the study about village government policy towards regional head regulation regarding the obligations of the madrasa diniyah program. The results of this study, madrasah diniyah is community based education, from, by and for the community.In life with the community, government officials in the village, they live with the community. They know and understand the problems of the madrasahdiniyah in their village. Existing reality,government officials in the village cannot carelessly channel aid from the village fund program from the government, because in its rules, it does not explicitly mention assistance for madrasahdiniyah, instead it is available for early childhood education.There is a regulation from the regional head regarding the mandatory madrasah diniyah program,then there is BOSDA funding, however backfired for madrasahdiniyah education, their number increased from the number before the regulation.

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“…In this notion, learners are willingly forming their prefered identity as the identity is not only developed by considering ourselves as the members of that community but it is also imperative to consider how others see us as part of that community. [17] In terms of communication, Arabic language has been taught in madrasa since the earliest of its establishment [18], yet only in curriculum 2013 that the teaching is targeted for communicative purposes by focusing on teaching Arabic in the four language skills, speaking, writing, listening, and reading [19]. Having the focus for communication sets the Arabic learning from the earlier structural view to become more interactives.…”

Section: The Influence Of Arabic Language On Learners'identitymentioning

confidence: 99%

Foreign Language Learning, Environment, and their Influence on Moslem Teenage Learners’ Identity

Wulandari

Noor

2020

E3S Web Conf.

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This study is aimed at looking at how the environment of foreign language learnings affect the identity formation of the teenage learning them. English and Arabic languge, the language learnt formally by teenage at madrasa, are compared to find out which influences what in learners identity. The study shows that learners see both languages in a positive attitude, though in a different manner. English is seen with pretty much respct of the symbols of modernization, and therefore the learners are more cautious in using them, although some studies report that there is no negative influence of English on learners’ identity. On the other hands, Arabic language is easily view as part of learners’ identity as it is closely related with Islam. Though the learners perceive the language in a quite different manner, the result of their learning aimed at communication show quite similar result, as both processes show the difficulty in enhancing quick achivements.

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Kurikulum Madrasah: Studi Perbandingan Madrasah di Asia

Cited by 16 publications

References 0 publications

Integrating the Program of School Curriculum and Pesantren Education; Case Study on the Pesantren Located in the Madrasah at Malang City

Integrating the Program of School Curriculum and Pesantren Education; Case Study on the Pesantren Located in the Madrasah at Malang City

Respon Kebijakan Pemerintah Desa Terhadap Peraturan Bupati Wajib Madrasah Diniyah

Foreign Language Learning, Environment, and their Influence on Moslem Teenage Learners’ Identity

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