Perkembangan Pelaksanaan Pendidikan Agama Islam Di Madrasah Diniyah Al-Fitroh Sedayulawas Brondong Lamongan

Abstract

Early in its development and even into the early 70s, Madin was generally understood as a traditional religious education institution that grew and developed in rural communities through a unique social process. At that time, and even up to now, as well as an educational institution, Madin also acts as an influential social institution, its existence giving influence and color of religious life in the surrounding community; Not only in rural administrative areas, but not infrequently to cross the district where Madin was. The author will choose the location of research at Madrasah Diniyah Al-Fitroh Sedayulawas Brondong Lamongan The subject of research is Kyai, cottage management, ustadz, and santri. In the context of Islamic Religious Education, madrasah Diniyah Al-Fithroh is able to berkopentensi with other institutions, in addition supported by adequate facilities and infrastructure as well as lecturers who average graduates of higher education (Bachelor). In the process of teaching and learning, the santri are always nurtured and equipped with the ability to read the Qur'an properly and correctly in accordance with makhroj and tajwid correctly with curriculum and books in accordance with the Ministry of Religious Affairs and its own publications. Besides the learning activities to deepen Islamic scholarship also the students are given additional activities (Extras such as rikhlah ilmiayah, muhadloroh and tadabbur nature.

Implementasi Sistem Penjaminan Mutu Internal di Sekolah dasar

“…Pertama, komponen belajar mengajar meliputi lingkungan belajar, proses belajar peserta didik, proses mengajar, prencanaan dan penerapan mengajar, penguasaan dan pelaporan, serta penilaian dan refleksi (Wahyuni et al, 2020). Kedua, kepemimpinan dan budaya meliputi kepemimpinan kontekstual, kepemimpinan untuk perubahan, kepemimpinan inklusif, kepemimpinan untuk belajar, konteks budaya, mengembangkan rasa memiliki, budaya belajar, budaya peningkatan, dan pengembangan sekolah (Rohman et al, 2015). Ketiga, tata laksana meliputi tujuan sekolah, penetapan prioritas, perencanaan, tata laksana peningkatan yang terencana, dan tata laksana perubahan fundamental (Dan et al, 2021).…”

Kurikulum Pendidikan Islam

“…Menurut (Rohman, 2015) Lembaga Pendidikan yang dimaksud di sini meliputi lembaga pendidikan formal maupun non formal. Secara garis besar lembaga pendidikan itu dapat dibedakan menjadi tiga kelompok yakni: 1) Lembaga pendidikan keluarga di mana dua orang tua dan anggota dewasa seluruhnya berperan sebagai pembimbing dan teladan bagi anak-anak pra sekolah (yang belum dewasa).…”

Manajemen Kurikulum Kitab Kuning Di Pondok Pesantren

“…Di pihak lain, Pulsitbang Agama dan Keagamaan (2010) menemukan akan adannya beberapa Problematika yang mendasar Kurikulum Lembaga Pendidikan Islam (madrasah) sangatlah berkaitan dengan reposisi madrasah di UUSPN No. 20 tahun 2003, antara lain: komponen tujuan, materi (isi dan struktur program), strategi, status lembaga pendidikan, kesulitan mempertanggugjawabkan dalam mengembangkan kurikulum, dan evaluasi (Mujiburrohman, 2015).…”