scholarly journals MODERNISASI PENDIDIKAN ISLAM DI INDONESIA: Kasus Adabiyah School

2020 ◽  
Vol 1 (3) ◽  
pp. 248
Author(s):  
Mohammad Al Farabi
Keyword(s):  
Religious Education ◽  
Educational Institution ◽  
Classical System ◽  
Educational Institutions ◽  
Islamic School ◽  
Modern School ◽  
Government Bureaucracy ◽  
Historical Fact ◽  
First Time ◽  
Dutch Colonial

<strong>Abstrak:</strong> Misi kolonial Belanda untuk memperkokoh kekuasaan dan ekspansi ajaran Kristen di wilayah Nusantara berlangsung dengan didirikannya lembaga-lembaga pendidikan untuk menyiapkan pegawai di birokrasi pemerintahan dan tidak membenarkan masuknya materi pendidikan agama Islam di Sekolah-sekolah Gubernemen. Kondisi demikian mendorong reaksi kaum Modernis Muslim untuk bergegas mendirikan lembaga pendidikan tersendiri yang dianggap mampu beradaptasi sekaligus mengantisipasi berkembangnya misi kolonial tersebut. Reaksi ini buat pertama kali ditandai dengan berdirinya Adabiyah School melalui usaha dan kerja keras Abdullah Ahmad yang didukung oleh teman-teman seperjuangannya. Tulisan ini bertujuan untuk mengkaji perihal terkait dengan latar belakang  modernisasi di institusi Adabiyah dan upaya-upaya modernisasi yang telah dilakukan.  Dengan menggunakan metode penelitian sejarah, artikel ini mengungkap fakta historis bahwa Adabiyah School merupakan Sekolah Islam Modern pertama di Indonesia yang menganut sistem klasikal dan berkompetisi terhadap sistem pendidikan kolonial Belanda dengan mengembangkan sekolah modern guna mengurangi jumlah generasi muda muslim mengikuti pendidikan di Sekolah Gubernemen, sehingga terbina kepribadian warga masyarakat untuk mengamalkan Islam dan tidak terpengaruh dengan misi Kristenisasi yang dibawa penjajah Belanda. Meskipun Adabiyah School tidak bertahan begitu lama dalam perkembangan sejarah, namun penularan modernisasi pendidikan yang diawalinya memberikan pengaruh kuat terhadap bangkitnya sekolah-sekolah Islam modern hingga saat ini.<br /> <br /><strong>Kata Kunci:</strong> Adabiyah School, modernisasi, sekolah Islam<br /><strong> </strong><br /><strong>Abstract:</strong> <strong>Modernization of Islamic Education in Indonesia: The Case of the Adabiyah School</strong>. The Dutch colonial mission to strengthen the power and expansion of Christian teachings in the archipelago took place with the establishment of educational institutions to prepare workers in the world of government bureaucracy and do not justify the inclusion of Islamic religious education materials in the Governorate Schools. Such conditions encourage the reaction of Muslim Modernists to rush to establish an independent educational institution that is considered capable of adapting as well as anticipating the development of the colonial mission. This reaction was marked for the first time by the establishment of Adabiyah School through the efforts and hard work of Abdullah Ahmad and supported by his comrades. This article aims to examine matters relating to the background of modernization in the Adabiyah institution and the efforts of modernization that have been made. Using historical research methods, this article reveals the historical fact that the Adabiyah School is the first Modern Islamic School in Indonesia that adheres to the classical system and competes with the Dutch colonial education system by developing a modern school to reduce the number of young Muslims attending education in the Gubernemen's School so that it is fostered personalities of citizens to practice Islam and not be influenced by the mission of Christianization brought by the Dutch invaders. Although the Adabiyah School did not last so long in historical development, the transmission of the modernization of education that it started had a strong influence on the rise of modern Islamic schools to this day.<br /> <br /><strong>Keywords:</strong> Adabiyah School, modernization, Islamic school

scholarly journals Union of Nizhny Novgorod Teachers of Religion: Creation and Activity (1902-1918)

2020 ◽  
pp. 288-307
Author(s):  
N. E. Arkhipova
Keyword(s):  
Moral Education ◽  
Religious Education ◽  
Theory And Practice ◽  
Educational Institutions ◽  
Important Work ◽  
Educational Value ◽  
Modern School ◽  
Public Consciousness ◽  
Education Of Students ◽  
First Time

The activity of the first in Russia teachers of religion union of secondary educational institutions of Nizhny Novgorod (since 1915 - all Nizhny Novgorod teachers of religion) is considered. The relevance of the study is due to the revival of religious education in the modern school. The novelty of the study is that for the first time a generalized analysis of the work of the union, designed to rally the teachers of the “Law of God”, is presented, to facilitate the exchange of experience in order to increase the educational value of the course in the context of expanding secularization of public consciousness. It is concluded that the union carried out important work on the analysis of spiritual literature, textbooks, curricula, and sample lessons. It is shown that the lack of power and authority of the union deprived it of the opportunity to influence the choice of new teachers of religion and deputies for exams on the course “God’s Law”, limited its importance in solving the problems of religious and moral education of students. The author has come to the conclusion that the union, becoming an example for other cities, played a role in understanding the teaching theory and practice for harmonizing and optimizing the work of teachers of religion. It was established that in 1917-1918 the union took measures to preserve the institution of teaching of religion at school.

The Situation of Catholic Instruction in Transylvania during the Communist Takeover

2020 ◽  
Vol 65 (2) ◽  
pp. 33-52
Author(s):  
László Holló
Keyword(s):  
Religious Education ◽  
Catholic Church ◽  
Virgin Mary ◽  
Educational Institutions ◽  
God's Will ◽  
School Network ◽  
One Year ◽  
The Moment ◽  
First Time ◽  
The Catholic Church

"In less than one year, the Catholic Church, just like the other denominations, lost its school network built along the centuries. This was the moment when the bishop wrote: “No one can resent if we shed tears over the loss of our schools and educational institutions”. Moreover, he stated that he would do everything to re-store the injustice since they could not resent if we used all the legal possibilities and instruments to retrieve our schools that we were illegally dispossessed of. Furthermore, he evaluated the situation realistically and warned the families to be more responsible. He emphasized the parents’ responsibility. First and foremost, the mother was the child’s first teacher of religion. She taught him the first prayers; he heard about God, Jesus, the Virgin Mary, and the angels from his mother for the first time. He asked for the mothers’ and the parents’ support also in mastering the teachings of the faith. Earlier, he already instructed the priests to organize extramu-ral biblical classes for the children and youth. At this point, he asked the families to cooperate effectively, especially to lead an ardent, exemplary religious life, so that the children would grow up in a religious and moral life according to God’s will, learn-ing from the parents’ examples. And just as on many other occasions throughout history, the Catholic Church started building again. It did not build spectacular-looking churches and schools but rather modest catechism halls to bring communities together. These were the places where the priests of the dioceses led by the bishop’s example and assuming all the persecutions, incessantly educated the school children to the love of God and of their brethren, and the children even more zealously attended the catechism classes, ignoring their teachers’ prohibitions. Keywords: Márton Áron, Diocese of Transylvania, confessional religious education, communism, nationalization of catholic schools, Catholic Church in Romania in 1948."

scholarly journals Lembaga Pendidikan Islam Terpadu

2017 ◽  
Vol 8 (1) ◽  
pp. 99
Author(s):  
Mualimin Mualimin
Keyword(s):  
Learning Environment ◽  
General Education ◽  
Religious Education ◽  
Boarding Schools ◽  
Active Participation ◽  
Educational Institutions ◽  
Learning Methods ◽  
Islamic School ◽  
Implementation Approach ◽  
The Impact

Education in Indonesia only recognizes three models of educational institutions namely Islamic boarding schools, madrasas, and schools (general). The purpose of this article is to explain the phenomenon of the birth and development of the Integrated Islamic School in Indonesia, the philosophy and ideology of the education of the Integrated Islamic School that distinguishes from existing educational institutions, to the impact caused by the development of these schools. The results of this study can explain why the development of the Integrated Islamic School was so rapid and the response of the community was enthusiastic. The Integrated Islamic School in its application is a school that implements an implementation approach by integrating general education and religious education into a curriculum. The Integrated Islamic School also emphasizes integration in learning methods so that it can optimize the cognitive, affective, and conative domains. The Integrated Islamic School also combines aqliyah, ruhiyah, and jasadiyah education. In its implementation, it combines the involvement and active participation of the learning environment, namely school, home and community.

scholarly journals SUMBANGSIH PESANTREN DALAM HISTORIOGRAFI NUSANTARA SEBUAH KAJIAN PENDIDIKAN ISLAM

2017 ◽  
Vol 1 (1) ◽  
pp. 61
Author(s):  
Jasminto Jasminto
Keyword(s):  
General Education ◽  
Religious Education ◽  
Educational Institution ◽  
Islamic Education ◽  
Standard Of Living ◽  
Educational Institutions ◽  
Educational Goals ◽  
Diverse Society ◽  
History Of ◽  
The Moment

Pesantren as an Islamic educational institution in Indonesia has a meaning and role that is very urgent in order to improve the standard of living and maintain tolerance in a diverse society. The journey of pesantren as an institution that concentrates on the field of education requires mutual attention. The existence of Pesantren is the mandate of the nation, even before the independence of Indonesia, while its implementation at the moment is the implementation of the joint responsibility in accordance with the mandate in the Preamble of the 1945 Constitution of paragraph IV and Article 31 of the 1945 Constitution. The development in Indonesia is carried out by various institutions education both general education and Islamic education that has a different background. The Pesantren as an Islamic educational institution that is built and developed in Indonesia is one type of Islamic education of Indonesia that is both traditional and modern to deepen the knowledge of Islam, live in society and nation. Historically, the development of pesantren in Indonesia has different backgrounds, styles and roles, as well as the struggle to realize national educational goals framed in Islamic religious education. Thus, in this study will be discussed a brief history of Islamic boarding schools, Islamic education in Indonesia as well as about pesantren as educational institutions that have a characteristic nationality.

scholarly journals Modernization of Islamic Education in South Kalimantan (Socio-historical Perspective of Normal Islam Amuntai)

2017 ◽  
Vol 2 (1) ◽  
pp. 43-66
Author(s):  
M. Ali Sibram Malisi
Keyword(s):  
Social Mobility ◽  
Historical Perspective ◽  
Educational Institution ◽  
Classical System ◽  
Islamic Education ◽  
Educational Institutions ◽  
Political Situation ◽  
Modern System ◽  
European Education

Islamic educational institutions not only survived, but also began in earnest to make certain adjustment by adopting certain aspects of European education. This can be seen in the rise of madrasah that introduced classical system and curriculum for instance. This in turn affected ‘traditional’ Islamic educational institutions such as pondok or pesantren to also modernize themselvesNormal Islam Amuntai as further developments of Arabische School (1938). This school use modern system but in understand strong hold on the mazhab. Normal Islam became the source of the birth of the madrasahs in Amuntai incorporated in Ittihad Ma'ahid al-Islamiyah (IMI). In addition to achievements in the field of the development of Islamic educational institution, the institution was also the locus of occurrence of social mobility in South Kalimantan Amuntai, among others, marked by the participation of alumni in the Affairs of its administrator and civic and political situation both local and national.

scholarly journals DERADICALISING RELIGIOUS EDUCATION

2020 ◽  
Vol 15 (1) ◽  
pp. 39-54
Author(s):  
Irham Irham ◽  
Sansan Ziaul Haq ◽  
Yudril Basith
Keyword(s):  
Transformative Learning ◽  
Religious Education ◽  
Educational Institution ◽  
Islamic Education ◽  
Educational Institutions ◽  
Educational Settings ◽  
Islamic Tradition ◽  
Religious Radicalism ◽  
Roles Of Teacher

This articles discusses deradicalization attempts in religious educational settings. It closely examines the roots of religious radicalism and offers the deradicalisation models in religious educational institutions. The discussion contributes to the current scholarship on the role of religious education in deradicalization programs and how create an Islamic educational institution that corfims and applies principles of multiculturalism. The paper particularly addresses the roles of teacher, the curriculum aspect of learning, and the translation of multiculturalism into Islamic education. Managerial aspect will be also included in the discussion. It further argues that the implementation of principles of multirculturalism reserves as an important element in confronting radical narratives, both from within and without Islamic tradition. It stands as an attempt to create moderate Muslim subjects who persistently uphold principles of inclusivity and transformative learning through opened-deliberation—rather than indoctrination—in education settings.  

History of hygiene, microbiology and epidemiology in the art of small forms: the past and the present

2021 ◽  
pp. 74-86
Author(s):  
Roman Aleksandrovich Tolmachev ◽  
Lyudmila Grigorievna Podunova ◽  
Sergey Pavlovich Glyantsev
Keyword(s):  
Infectious Diseases ◽  
Research Methods ◽  
Educational Institution ◽  
Primary Sources ◽  
Educational Institutions ◽  
Medical Specialties ◽  
The Past ◽  
Scientific Disciplines ◽  
History Of ◽  
First Time

For the first time, more than 700 award, anniversary and commemorative badges reflecting the history of hygiene, microbiology and epidemiology were systematized and analyzed. The following directions are identified for studying the history of these medical specialties and educational and scientific disciplines with the help of epigraphy: 1) outstanding figures of hygiene, microbiology and epidemiology; 2) hygienic and epidemiological congresses, congresses and other forums; 3) specialized research institutions; 4) educational institutions and faculties of universities that train specialists in the field of hygiene, microbiology and epidemiology; 5) pathogens and vectors of infectious diseases; 6) methods of detecting microorganisms and treating infections; 7) the COVID-19 pandemic. The study showed that during the XX and XXI centuries a large number of badges (awards and commemorative) were issued, reflecting selected pages of the history of hygiene, microbiology and epidemiology. These faleristic objects related to the art of small forms are full-fledged primary sources for studying the history of these areas of medicine and objects for the collections of state, municipal and departmental museums of medical subjects. Signs with portraits of outstanding hygienists, microbiologists and epidemiologists can be used to study and illustrate their life and activities, contribution to science and perpetuate their memory. Epigraphy on the presented signs can help both in establishing the time of a particular fact or event in the past (for example, the dates of the life and activity of an outstanding scientist; the time, place and subject of the scientific forum, the opening date of the research institute, educational institution, faculty or department, etc.), and the specifics of conducting scientific research in the field of hygiene, microbiology and epidemiology (pathogens and vectors of diseases; concepts, devices and research methods, methods of diagnosis and prevention of infectious diseases, etc.).

scholarly journals PERTUMBUHAN INSITITUSI PENDIDIKAN AWAL DI INDONESIA :PESANTREN, SURAU DAN DAYAH

2021 ◽  
Vol 2 (1) ◽  
pp. 19-37
Author(s):  
Muslim Muslim
Keyword(s):  
Education System ◽  
Early Education ◽  
Educational Institution ◽  
Islamic Education ◽  
Educational Institutions ◽  
Research Approach ◽  
Islamic Tradition ◽  
Library Research ◽  
To Come ◽  
First Time

The presence and emergence of Islamic education in Indonesian soil is closely related to the entry of Islam on earth. The process of Islamization of society at that time was an integral part of the implementation of Islamic education. This paper is of a qualitative type, with a library research approach. Several early education institutions in Indonesia. First, pesantren may have originated from India (Hindu influence in Java), but the education system is certain to come from the Islamic tradition that originated in Arabic. There is an argument to support this hypothesis that Islam came to Java for the first time brought by Shaykh Malik Ibrahim or Maulana Maghribi (one of the songo guardians) and he had studied in the Kingdom of Pasai. Both Surau come from elements of the indigenous Malay culture and are related to the belief at that time as an Islamic educational institution. The three Dayahs are the oldest Islamic educational institutions in Aceh and even in the archipelago. Dayah was born, grew and developed along with the entry and development of Islam in Acehnese society.

scholarly journals The Narratives of Islamic School Students: Contesting Salafism in a Saudi-Wahabi Educational Institutions in Contemporary Jakarta

ULUMUNA ◽  
2020 ◽  
Vol 24 (1) ◽  
pp. 77-104
Author(s):  
Jajang Jahroni
Keyword(s):  
Educational Institution ◽  
Social Contexts ◽  
Educational Institutions ◽  
Campus Life ◽  
School Students ◽  
Islamic School ◽  
The Social ◽  
Different Types

This article deals with the reproduction of knowledge within the Saudi-Wahhabi educational institution named LIPIA in Jakarta. Contrary to many studies which tend to see this institution as a monolithic entity, this article argues its knowledge reproduction is diverse as a result of different actors and the social contexts involved in the process. Besides students with modernist and traditionalist backgrounds are present in the institution, the Tablighis and the Salafis are also involved, shaping the reproduction of knowledge are more complex than expected. Each group of students are trying to influence the circumnstances they live in resulting in the diversity of knowledge. Furthermore, despite the Saudi state imposes certain subjects and disciplines to be followed by students, students have their own ways of shaping their knowledge. While in-campus program is well-organized, out-campus life is hardly ever to control as students develop their own network and socialization. Students are exposed to different types of Indonesian larger social contexts.

scholarly journals Manajemen Peserta Didik; Proses Pembelajaran Online Pada Peserta Didik Di Tengah Pandemi Covid-19 Studi Kasus di SMK Terpadu Al-Ishlahiyah Singosari Malang

2022 ◽  
Vol 3 (1) ◽  
pp. 81
Author(s):  
Maulida Qurratul Aini
Keyword(s):  
Online Learning ◽  
Religious Education ◽  
Learning Process ◽  
Qualitative Method ◽  
Educational Institution ◽  
Educational Institutions ◽  
Review Of The Literature ◽  
The Government ◽  
Management Students ◽  
The Impact

As an educational institution that is superior in terms of religious education and creativity, SMK Terpadu Al-Islahiyah Singosari – Malang, always got praises and awards from various competitions and performances. This things certainly makes proud of all the components that are in SMK Terpadu Al-Ishlahiyah. But since of corona virus or commonly called covid - 19, the institution of education is predicted is the easiest place for covid - 19 to spread, because of the activities that are always done in groups. This is what makes the interest of the author to investigate this issue further. The existence of covid – 19 pandemic seems to be a test for educational institutions. All educational institutions in Indonesia is required to be able to keep running the learning process in this pandemic situation. The government decided to do online learning because of this situation. as what SMK Terpadu Al-Ishlahiyah has done, they are also implementing online learning in this pandemic situation.This study uses a qualitative method in the form of interviews, in addition, this study also carried out by way of review of the literature to corroborate the explanation of the results of the interview. This is done to determine how the application of management students in the learning process in the middle of the pandemic of covid - 19 in SMK Terpadu Al-Ishlahiyah. As well as the impact or what obstacles are given Covid - 19 to the learning process of learners.

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