Orientasi Perkembangan Pendidikan Islam Pasca Proklamasi Indonesia

Fahmi, Fauzi; Firmansyah, Firmansyah

doi:10.46963/alliqo.v6i1.262

Cited by 3 publications

(4 citation statements)

References 6 publications

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“…Transmisi informasi Islam (transmisi informasi Islam), dukungan adat Islam (pemeliharaan praktik Islam), mempersiapkan pelamar, peneliti yang akan datang (proliferation of researchers) (Fahmi & Firmansyah, 2021).…”

Section: Pembahasanunclassified

Dinamika Organisasi Lembaga Pendidikan Islam di Indonesia

Mustafida,

Warisno,

Andari

et al. 2023

Scaffolding

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This study expects to decide the job of pesantren, association, and presence of advanced education in creating Islamic instructive establishments in Indonesia. In this review utilizing the writing concentrate on a technique that depends on bibliographic sources from articles in the most recent diaries and books connected with the items in the primary issue. The consequences of the conversation show that: Islamic live-in schools are the verifiable foundations of Islamic training in Indonesia, despite the fact that it has not been said that formal schooling was legal at its beginning. Notwithstanding, the elements of the advancement of Islamic life experience in schools got an unprecedented welcome locally. This occurred during the Majapahit time frame. The job of associations, for example, social religion, schooling, and da'wah like Muhammadiyah, Nahdlatul Ulama (NU), Al-Irsyad, Jamiyyatul Al-Washliyah, and others, Islamic Training started to foster quickly in a cutting edge and contemporary heading. Advanced education in Indonesia, both Islamic and private, has shown its presence and is quite possibly of the best arrangement in the genuine states of Islamic Schooling as expressed by Muslim specialists and researchers, for example, Azyumardi Azra, As-Syaibany, A. Malik Fajar, and Muhammad Tliolhah Hasan.

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Section: Pembahasanunclassified

Dinamika Organisasi Lembaga Pendidikan Islam di Indonesia

Mustafida,

Warisno,

Andari

et al. 2023

Scaffolding

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“…(Rohmat, 2016) Tujuan pendidikan Agama Islam ditekankan pada terbentuknya manusia yang beriman dan bertakwa kepada Tuhan Yang Maha Esa. (Fahmi & Firmansyah, 2021) Pengembangan kurikulum adalah perencanaan kesempatankesempatan belajar yang dimaksudkan untuk membawa siswa kearah perubahan-perubahan yang diinginkan dan menilai hingga mana perubahan-perubahan itu telah terjadi pada siswa (Ekosiswoyo, 2016). Sedangkan yang dimaksud kesempatan belajar adalah hubungan yang telah direncanakan dan terkontrol antara para siswa, guru, bahan peralatan, dan lingkungan dimana belajar yang diinginkan diharapkan terjadi.…”

Section: Pendahuluanunclassified

Menerapkan Prinsip-Prinsip Pengembangan Kurikulum Pai Di SMP Negeri Lima Puluh

Yusri

Halimah²

2022

pendalas

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Abstrak: Pengembangan kurikulum Pendidikan Agama Islam dapat diartikan sebagai kegiatan menghasilkan kurikulum Pendidikan Agama Islam, proses mengaitkan satu komponen dengan yang lainnya untuk menghasilkan kurikulum Pendidikan Agama Islam yang lebih baik, kegiatan penyusunan, pelaksanaan, penilaian dan penyempurnaankurikulum Pendidikan Agama Islam. Pengembangan kurikulum Pendidikan Agama Islam sangat penting terlebih di sekolah yang berbasis Agama Islam. Penelitian yang penulis lakukan ini adalah penelitian deskriptif kualitatif. Dalam pengumpulan datanya penulis menggunakan metode wawancara, observasi, dan dokumentasi. Adapun sumber dataprimer dari penelitian ini adalah kepala sekolah, Penanggungjawab Kurikulum PAI dan guru PAI. Data dianalisis melalui teknik analisis data reduksi data, penyajian data, dan penarikan kesimpulan. Dari penelitian yang penulislakukan dapat disimpulkan bahwa pengembangan kurikulum PAI di SMP Negeri Lima Puluh dilaksanakan oleh :penanggungjawab kurikulum PAI, kepala sekolah, guru PAI dan komite sekolah. Pengembangan kurikulum PAI di SMP Negeri Lima Puluh dalam proses pengembangannya, yaitu dimulai dari tahap merumuskan kurikulum PAI yangdilakukan oleh penanggungjawab kurikulum PAI kemudian dimusyawarahkan bersama kepala sekolah dan dewan guru kemudian setelah ada kesepakatan bersama diterapkan oleh sekolah. Dari pengengembangan yang dilakukan dalam kurikulum PAI di SMP Negeri Lima Puluh mendapat hasil yang berbentuk mata pelajaran dan program program, seperti lahirnya mata pelajaran tahfidz, tahsin, doa hadits, kemudian program pekanan, buku penghubung, juga program gerakan literasi membaca. Kata Kunci: Prinsip, Pengembangan, Kurikulum Pendidikan Agama Islam, Abstract: The development of the Islamic Religious Education curriculum can be interpreted as the activity of producing an Islamic Religious Education curriculum, the process of associating one component with another to produce a better Islamic Religious Education curriculum, the activities of compiling, implementing, evaluating and perfecting the Islamic Religious Education curriculum. The development of Islamic Religious Education curriculum is very important especially in schools based on Islamic Religion. The research that the writer did was a qualitative descriptive research. In collecting data, the writer uses interview, observation, and documentation methods. The primary data sources from this study were school principals, Islamic Religious Education Curriculum Responsible and Islamic Religious Education teachers. Data were analyzed through data analysis techniques, data reduction, data presentation, and drawing conclusions. From the research that the authors conducted, it can be concluded that the development of the PAI curriculum at Fifty Public Middle Schools is carried out by: the person in charge of the PAI curriculum, the principal, the PAI teacher and the school committee. The development of the PAI curriculum at Fifty Public Middle Schools is in its development process, which starts from the stage of formulating the PAI curriculum which is carried out by the person in charge of the PAI curriculum and then consults with the principal and the teacher council then after there is a joint agreement it is implemented by the school. From the development carried out in the PAI curriculum at Fifty State Middle School, results were obtained in the form of subjects and programs, such as the birth of tahfidz, tahsin, hadith prayer, then weekly programs, contact books, as well as reading literacy movement programs. Keywords: Principles, Development, Islamic Religious Education Curriculum.

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“…There are several characteristics of the New Order Government that were not conducive to the development of Islamic education. In this connection there are at least five characteristics of the New Order Government (Fahmi & Firmansyah, 2021). First, the New Order Government was a strong and dominant government; second, the New Order Government was a government led and supported by military forces in collaboration with technocrats and civilian bureaucrats.…”

Section: Islamic Education In the Era Of Independencementioning

confidence: 99%

“…During the New Order era, the government managed to hold six general elections, namely in 1971, 1977, 1985, 1987, 1992, and 1998(Fahmi & Firmansyah, 2021. The new order government and the old order government are not much different both use the "Political and Role Sharing and Partnership system between civilians and the military".…”

Section: Introductionmentioning

confidence: 99%

History of the Development of Islamic Education in Indonesia (A Case Study of Old Order and New Order Governments (1945-1998)

Tanjung¹

2022

AIJP

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The development of Islamic educational institutions in Indonesia has undergone the different developments in accordance with the period of government politics. The old order era and the new order era, for example, have their own dynamics of development. This study analyzes the development of Islamic education that occurred during the Old Order and the New Order governments (1945-1998). This research uses a historical approach which is based on literature study. Library research is a method of collecting data and information; from books, magazines, documents, journals, history books, and others. The results of this study indicate that: 1) The thought of Islamic education in the period of independent Indonesia was characterized by a dualistic education model: a) the education and teaching system in secular public schools did not recognize religious teachings, which was the legacy of the Dutch colonial government. b) Islamic education and teaching system that grows and develops in the Islamic community, both isolated-traditional and synthetic with a variety of educational patterns. 2) The practice of education from the time of Indonesia's independence until 1965 can be said to be heavily influenced by the Dutch education system. This colonial education practice continues to discriminate between the children of officials and ordinary children. 3) Islamic education has strengthened its position after entering and being inclusive in the national education system which is regulated in Law No. 2 of 1989 which further regulated a series of government regulations relating to education and then continued with the enactment of Law No. 20 of 2003. Meanwhile, the development of post-New Order Islamic education is a topic that needs further research.

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Orientasi Perkembangan Pendidikan Islam Pasca Proklamasi Indonesia

Cited by 3 publications

References 6 publications

Dinamika Organisasi Lembaga Pendidikan Islam di Indonesia

Dinamika Organisasi Lembaga Pendidikan Islam di Indonesia

Menerapkan Prinsip-Prinsip Pengembangan Kurikulum Pai Di SMP Negeri Lima Puluh

History of the Development of Islamic Education in Indonesia (A Case Study of Old Order and New Order Governments (1945-1998)

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