This study aims to analyze the process of students’ moral development at Nurul Chotib Islamic Boarding School, identify the internal and external challenges encountered in the moral development process, and examine the supporting and inhibiting factors influencing moral development in the era of globalization. This research employed a qualitative approach with a field research design. Data were collected through observation, semi-structured interviews, and documentation involving the boarding school manager, administrators, female teachers (ustadzah), and students selected using purposive sampling. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, while data credibility was ensured through source and technique triangulation. The findings indicate that students’ moral development is implemented through religious habituation, exemplary behavior of caregivers and teachers, the enforcement of boarding school regulations, and continuous supervision of students’ daily behavior. The study also reveals that differences in students’ backgrounds, the influence of social media, digital technology, and peer interactions constitute significant challenges in the moral development process. Supporting factors include a religious environment, structured programs, and collaboration among boarding school personnel, whereas the main inhibiting factors are social media exposure, limited self-discipline, and peer influence. This study contributes to the development of Islamic education by providing a comprehensive understanding of students’ moral development in the context of globalization and offers practical recommendations for strengthening moral education in Islamic boarding schools.
Tag: Islamic education
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Strategies of Islamic Religious Education Teachers in Implementing Students’ Noble Character
This study aims to analyze the strategies employed by Islamic Religious Education (PAI) teachers in implementing students’ noble character (akhlak mulia), describe the implementation of affective learning in fostering students’ moral development, and identify the supporting and inhibiting factors encountered in the process at MTs Al Qodiri IV Jember. This research employed a qualitative descriptive approach. Data were collected through observation, semi-structured interviews, and documentation involving the principal, Islamic Religious Education teachers, homeroom teachers, and students. The collected data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings reveal that PAI teachers implement noble character education through exemplary behavior (uswah hasanah), religious habituation, advice (mau’idzah hasanah), and persuasive supervision. The implementation of affective learning reflects Thomas Lickona’s three dimensions of character education, namely moral knowing, moral feeling, and moral action, which are integrated into classroom instruction and religious school culture. Supporting factors include the pesantren-based environment, teachers’ commitment, and religious habituation programs, whereas inhibiting factors consist of digital media influence, peer pressure, and students’ diverse family backgrounds. This study contributes to the development of character education by presenting an adaptive strategy for integrating affective learning with Islamic values in a pesantren-based formal school, thereby enriching the discourse on Islamic character education in the digital era.
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Continuity and Transformation of the Islamic Boarding School Education System: A Historical Study of Education in the Abbasid Dynasty (750-1258 M) and Its Relevance for Contemporary Islamic Education
This study aims to analyze the continuity and transformation of the Islamic boarding school (pesantren) education system through a historical study of Islamic education during the Abbasid Dynasty and to examine its relevance in the context of contemporary Islamic education. This study uses a qualitative approach with library research, integrating historical and analytical-critical approaches. Data were obtained from relevant primary and secondary literature, then analyzed using content analysis and interpretative techniques. The results show that the Abbasid education system has a fundamental role as the historical foundation of Islamic education, especially in the aspects of the integration of science, institutions, and intellectual traditions. In the context of Islamic boarding schools, there is continuity in aspects of learning methodology, scientific authority, and the use of classical texts, which are inherited through a process of adaptation and contextualization. On the other hand, Islamic boarding schools also experienced transformations in aspects of institutions, curriculum, and learning methods in response to the dynamics of modernity. The main findings of this study confirm that the relationship between continuity and transformation is dialectical, where both complement each other in forming a dynamic education system. The implications of this study demonstrate the importance of developing an integrative Islamic education model, balancing the preservation of tradition and innovation.
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Learning Methods in the Era of Society 5.0: Implications of the Islamic Education System within the Merdeka Curriculum
This paper delves into the dynamic realm of learning methods within the context of the Era of Society 5.0, an era characterized by rapid technological advancement and profound societal transformations. As traditional educational paradigms are being reshaped, there is a growing recognition of the need for innovative approaches that equip learners with the skills and mindset necessary to thrive in an ever-evolving landscape. Central to this discussion is the exploration of the Merdeka Curriculum, a pedagogical framework that emphasizes autonomy, critical thinking, and adaptability. By empowering learners to take ownership of their education and cultivate a deeper understanding of the world around them, the Merdeka Curriculum seeks to prepare individuals for the complexities of the modern world. Within this framework, the integration of the Islamic education system presents unique opportunities to enrich the educational experience. Islamic principles, which emphasize ethics, morality, and spirituality, can serve as a guiding light in navigating the complexities of contemporary society. By incorporating these principles into the curriculum, educators can foster a sense of identity, purpose, and belonging among learners while also promoting values-based education that transcends cultural boundaries. Moreover, by embracing diversity and inclusivity, the Merdeka Curriculum can serve as a platform for promoting intercultural dialogue and understanding, fostering a sense of global citizenship among learners. Through this exploration, we aim to shed light on the transformative potential of integrating the Islamic education system into the Merdeka Curriculum, highlighting the synergies that emerge when tradition meets innovation in the pursuit of holistic education.
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Periode Perkembangan Darulfunun El-Abbasiyah 1854-2020
Penulis:
Abdullah A Afifi, Afifi Fauzi AbbasAbstrak
Perjalanan jauh Darulfunun dalam dunia pendidikan, khususnya pendidikan Islam di Indonesia hampir memasuki dua abad. Dari awal pengembangannya Darulfunun melewati berbagai macam keadaan dalam mengembangkan pendidikan yang bermanfaat bagi masyarakat. Perhatian Darulfunun dalam mengembangan pendidikan Islam di Indonesia telah teruji dalam perjalanan panjang dan inovasi yang dibagi dengan pengembangan pendidikan Islam modern di Indonesia pada hari ini. Darulfunun merintis konsep pendidikan yang memoderasi pendidikan sains dan agama sebagai satu keilmuan yang terintegrasi. Selain itu Darulfunun mereformasi pendidikan halaqah menjadi pendidikan dengan sistem kelas yang memiliki kurikulum. Dalam perkembangannya corak pemikiran dan metode yang dikembangkan Darulfunun telah memberikan khazanah bagi pengembangan pendidikan dan pemikiran Islam di Indonesia. Artikel ini bertujuan untuk menjelaskan periode-periode pengembangan Darulfunun dengan ciri khas dari setiap periodenya. Setiap periode dijelaskan dengan mengangkat peristiwa-peristiwa yang menjadi tahapan penting dan berbeda dari periode lainnya. Dari hasil pengamatan dapat disimpulkan inovasi dan pengembangan yang dilakukan di Darulfunun sebagian besarnya adalah upaya untuk menyesuaikan dengan tantangan zaman dan berpartisipasi dalam menyelesaikan masalah sosial masyarakat.
Abstract
Darulfunun’s long journey in the world of education, especially in Islamic education in Indonesia nearly entered two centuries. From it starts, Darulfunun already persevered through varieties of circumstances in serving education for benefiting the society. Darulfunun concern in developing Islamic education already tested in their long journey and innovations that they share with Indonesia modern Islamic education today. Darulfunun established the moderated education concept that combines sciences and religion as one integrated knowledge. In addition, Darulfunun reformed the non-curriculum halaqah education into the classroom education curriculum. In its transformation, the thought and methods promoted by Darulfunun are genuinely become a treasure for education society and Islamic thought in Indonesia. This article aims to outline the development periods of Darulfunun with the specific characteristics of each period. Each period is explored by the important events and changes that make it different from other periods. From the observations, it can be presumed that innovation and development carried out by Darulfunun is a significant effort to adjust to the global challenges and participate in solving problems in society.
Jurnal:
AL-IMAM Vol 1 (2020)
21 Juli 2020