The Principle of Integrated Islamic Education

Bahroni, Imam

doi:10.21111/at-tadib.v9i1.308

Cited by 2 publications

(2 citation statements)

References 3 publications

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“…Muslim students and the next generation of Muslims are educated in the Islamic principles and values that they are expected to abide by. It stresses moral and religious training like a boarding school (Hasan, 2009;Bahroni, 2016). How can Islamic education improve?…”

Section: Discussionmentioning

confidence: 99%

Harmonization of Islam and Science in Education: Development of Scientific Integration

2023

HKJSS

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This study aimed to analyze the progression of scientific integration, specifically the integration of Islam and science into educational practices. The research into the relevant literature used the databases of many international publishers that are associated with theoretical studies. Integration is more than just the coming together of scientific and Islamic viewpoints; it also involves bringing together scientific and Islamic modes of thought and behavior. Since it is made abundantly clear in the Qur'an that there is an invitation to seek or find all that exists, but because the way of thinking of each individual is different, the conclusion that can be drawn from this research is that there should have been harmony between science and Islam since the inception of Islam. This is because there is an invitation to seek or find all that exists; it needs to be fixed as soon as possible because both science and Islam are critical to the continuation of the human race.

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Section: Discussionmentioning

confidence: 99%

Harmonization of Islam and Science in Education: Development of Scientific Integration

2023

HKJSS

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“…It shows that attention in teaching religious knowledge is starting to become a separate concern. 76 However, the lack of human resource development in non-formal institutions requires the local government to provide intensive training to achieve better services. 77…”

Section: Findings and Discussionmentioning

confidence: 99%

Classification of Indonesian Students’ Ability to Read Al-Qur'an: The Role of Educational Institutions

Thoifah¹,

Yusuf²,

Heriyudanta³

et al. 2021

Cendekia J. Education and Society

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This research aims to classify the students' ability to read al-Qur'an in educational institutions. They play an essential role in improving their ability. It applied a qualitative descriptive method. Furthermore, the respondents were 1391 from 37 junior and senior high schools in Indonesia. The data then were analyzed using the Miles Huberman model with data condensation. The results showed that the classification of the ability to read al-Qur'an was divided into six indicators is 1) introducing hijaiyah letters; 2) sifatul huruf; 3) makharijul huruf; 4) tajwid; 5) tartil, and 6) the adab of reading al-Qur'an. The role of institutions in improving the competence of reading al-Qur'an based on existing indicators has different levels. Formal institutions contributed15%, and non-formal institutions 16%. Informal institutions play more roles than other institutions. It was 26%. Thus, the development and strengthening of education based on a particular curriculum for learning the Qur'an is essential to align the standards of students' ability to read al-Qur'an. Hence, each educational institution can strengthen its role in managing the learning of al-Qur'an better. Penelitian ini bertujuan untuk mengklasifikasikan kemampuan membaca al-Qur'an peserta didik melalui peran lembaga pendidikan. Lembaga pendidikan mempunyai peranan penting dalam meningkatkan kemampuan membaca Al-Qur’an. Penelitian ini menggunakan metode deskriptif kualitatif. Jumlah responden adalah 1.391 dari 37 SMP dan SMA di Indonesia. Data tersebut kemudian dianalisis menggunakan model Miles Huberman dengan kondensasi data. Hasil penelitian menunjukkan bahwa klasifikasi kemampuan membaca al-Qur'an terbagi menjadi enam indikator, yaitu 1) mengenalkan hijaiyah huruf; 2) sifatul huruf; 3) makharijul huruf; 4) tajwid; 5) tartil, dan 6) adab membaca al-Qur'an. Sedangkan peran lembaga dalam meningkatkan kompetensi membaca al-Qur'an berdasarkan indikator yang ada memiliki tingkatan yang berbeda-beda. Lembaga formal memiliki peran 15%, lembaga non-formal sebesar 16%, dan lembaga informal memberikan peran lebih dibandingkan lembaga lain yaitu sebesar 26%. Dengan demikian, pengembangan dan penguatan pendidikan berbasis kurikulum tertentu untuk pembelajaran Al-Qur'an sangat diperlukan untuk menyelaraskan standar kemampuan membaca Al-Qur'an peserta didik, sehingga setiap lembaga pendidikan dapat memperkuat perannya dalam mengelola pembelajaran al-Qur'an dengan lebih baik.

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The Principle of Integrated Islamic Education

Cited by 2 publications

References 3 publications

Harmonization of Islam and Science in Education: Development of Scientific Integration

Harmonization of Islam and Science in Education: Development of Scientific Integration

Classification of Indonesian Students’ Ability to Read Al-Qur'an: The Role of Educational Institutions

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