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This paperattempts to understandNurcholish Madjid's Islamic education reform. After the death of Nurcholish Madjid, his education appears as a significant human capital investment which might become the instrument which constantly keep Nurcholish Madjid's legacies alive, developed, and disseminated through times.Apart from this fact, Nurcholish Madjid's Islamic education reform has not been yet the main focus of previous researches. Focusing on Nurcholish Madjid's Islamic education reform, this paperlooks at the educational activities of Nurcholish Madjid mainly in IAIN-UIN Jakarta and Paramadina. In this regards,this paperinvestigatesNurcholish Madjid's Islamic educationreform and the contexts within which it was developed. This investigation provides aninsight to the discussion of the subjectwhichtries to answer the questions of whatkind of ideas which were developed by Nurcholish Madjidto reform Islamic education in Indonesia; howhe defined, interpreted, and applied the ideas for the development of Islamic education in Indonesia. Eventually this paper suggests that in teaching and understanding Islam, Nurcholish Madjid obviously treated Islam not only as a religion, but also as a historical, sociological, and anthropological phenomenonwhich must be studied in an open, democratic, participatory, pluralistic, and inclusive way. ; Tulisan ini menganalisis keputusan Nurcholish Madjid memilih pendidikan daripada politik untuk melakukan reformasi besar di Indonesia. Fokus tulisan ini tentang reformasi pendidikan Islamnya, studi ini mencoba untuk melihat ide-ide dan kegiatan-kegiatan pendidikan Nurcholish Madjid di IAIN-UIN Jakarta dan Paramadina. melalui penelitian kepustakaan. Kajian ini meneliti tentang reformasi pendidikan Islam Nurcholish Madjid dan konteks di mana reformasi itu dikembangkan. Hasil kajian akan menjawab pertanyaan-pertanyaan seperti apa ide yang dikembangkan oleh Nurcholish Madjid dan bagaimana ia mendefinisikan, menafsirkan, dan menerapkan ide-ide tersebut untuk pengembangan pendidikan Islam di Indonesia. makalah ini berpendapat bahwa dalam mengajarkan dan memahami Islam, Nurcholish Madjid jelas memperlakukan Islam tidak hanya sebagai agama, tetapi juga sebagai fenomena historis, sosiologis, dan antropologis yang harus dipelajari secara terbuka, demokratis, partisipatif, pluralistik, dan inklusif.

Sharia in Aceh has been in effect even before independence, namely since the reign of King Iskandar Muda. In its development, Qanun as is part of Aceh's special autonomy agreed in the Helsinki Agreement between GAM and the Indonesian Government as legitimized through Law Number 44 of 1999 and Law Number 18 of 2001. This marked the beginning of a new era in Aceh with a unique identity to strengthen itself where every dimension of life is based on sharia, including education. However, Qanun Number 9 of 2015 as the legal standing of Islamic values in learning implementation in Aceh does not necessarily meet expectations. This study aimed to examine the position of the Qanun to trigger Islamic education in Aceh. Based on the results, this Qanun on education is still at a crossroads, between efforts to open up to reform and modernization to be more inclusive for the various interests of the community or still in the traditional social-Islamic identity that cannot be separated from the political paradigm.

With a brief foundation that covers some reviews of world literature on education and politics, the study points out the significance of developing a certain model of democracy education in the diverse country, Indonesia. The paper aims to establish the development and the excavation of democracy in Indonesia by presenting historical explanation on how Indonesian muslim scholars from UIN Syarif Hidayatullah Jakarta developed a suitable model of Indonesian civic education, which considers the elements of diversity as strengthening elements for democracy. Different from Shanker's view (1996) on the global challenge of civic education, this study shows the successful experience of Indonesian Muslim in the development and application of civic education as a compulsory subject in Islamic education institutions, namely Public Islamic Higher Education (PTKIN) and pesantren. Finally, it recommends further development and emphasizes the vital influence on rooting civic education in Pesantren since it will positively play an important role to strengthen the evolving democracy in Indonesia by integrating Islamic and Indonesian values. Abstrak Dengan melakukan review singkat terhadap beberapa literatur internasional tentang pendidikan dan politik, studi ini menunjukkan pengembangan model khusus pendidikan demokrasi di Indonesia sebagai negara multi etnis. Tulisan ini bertujuan untuk menggambarkan perkembangan dan pengembangan demokrasi di Indonesia dengan pemaparan historis tentang bagaimana muslim Indonesia khususnya di UIN jakarta dalam mengembangkan model Civic Education yang tepat, yang mempertimbangkan elemen keberagamaan sebagai penguat demokrasi. Berbeda dari pendapat Shanker(1996) tentang tantangan global terhadap pendidikan kewarganegaraan, studi ini menggambarkan pengalaman sukses muslim Indonesia dalam mengembangkan pendidikan kewarganegaraan sebagai mata kuliah wajib di institusi pendidikan Islam dengan nama Perguruan Tinggi Keagaamaan Islam Negeri (PTKIN) dan Pesantren. Di bagian akhir, tulisan ini merekomendasikan pengembangan lebih jauh dan penekanan akan pentingnya pengaruh pendidikan kewarganegaraan di Pesantren, karena Pesantren memainkan peran penting untuk menguatkan pengembangan demokrasi di Indonesia dengan mengintegrasikan nilai-nilai keislaman dan keindonesiaan.How to Cite : Azra, A. (2015). Civic Education at Public Islamic Higher Education (PTKIN) and Pesantren. TARBIYA: Journal of Education In Muslim Society, 2(2), 167-177. doi:10.15408/tjems.v2i2.3186. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i2.3186

Leadership has an important role in educational institutions. The increasing number of implementation models of integrative Islamic education institutions demand greater competence of the leaders in order to perform their duties effectively. The most complex integrative Islamic educational institution model is developed based onboarding school by integrating formal and nonformal education as well as a cross ladder as developed by Al Mukmin Islamic Boarding School (PPIM) Ngruki and modern boarding schools in general. The result of this study shows that the effective leadership model of an integrative Islamic educational institution is a democratic-transformational model. This model needs institutional leaders to have professional, personal, social, and spiritual competences. The integration of the educational institution's management should be done thoroughly starting from the integration of curriculum management, human resources, infrastructure, financing, public relations and marketing, and other aspects.

Islamic boarding school (pesantren) is the forerunner of Islamic education institutions in Indonesia. The initial attendance of the pesantren was estimated from 300-400 years ago and reached almost all levels of the Indonesian Muslim community, especially on Java. After Indonesia gained its independence, especially since the transition to the New Order and when economic growth really increased sharply, pesantren education became more structured and pesantren curricula became better. This study aims to discuss the role of Islamic boarding schools in character building. This type of research is library research, namely research whose main object is books or other sources of literature. As an educational institution, Islamic boarding school are very concerned with the field of religion (tafaqquh fi al-din) and the formation of the nation's character which is characterized by morality. The provisions of religious education are explained in Article 30 Paragraph (4) of the National Education System Law that religious education is in the form of diniyah education, pesantren, and other similar forms. The existence of pesantren is an ideal partner for government institutions to jointly improve the quality of education and the foundation of the nation's character. This can be found from a variety of phenomena that occur such as fights between schools and distributors who are widespread and drug users among young people are rarely found they are boarding children or graduates of boarding schools. Keywords: Islamic boarding school, education, character

This article discusses Islamic Religious Education (re) in present day Cyprus on both the southern and northern sides the dividing line established in 1974.reis understood in its broadest sense to includereclasses in formal education, Qur'an teaching in a mosque-like environment or summer school instruction. First an introductory description of the political background of current Cyprus laws is depicted, followed by an illustration of the actors, past events and options for the future. Case studies on recent conflicts in north Cyprus highlight the political aspect of providing or rejectingre. Lastly, the article raises the question as to how the differing approaches torein north and south Cyprus could be integrated once the Cyprus Conflict has been settled.

This study aims to describe the implementation of integrated quality strategic management of Islamic education perspective. The method used in this research is a literature study by collecting (material materials) sourced from various books, journals, and other sources. The results of the study indicate that the application of strategic management of integrated quality of Islamic education perspective is that the existence of Islamic educational institutions will be advanced and qualified if the management system implements TQM which in its operation is full of the concept of ihsan as a whole. The implementation of TQM must of course be preceded by quality planning or ihsan planning. The planning is actually an application of intentions or something to be realized and desired. Then this quality planning is broken down in benchmarking. Benchmarking is an activity to set standards, both processes and results to be achieved within a certain period. For practical purposes, the standard is reflected from the existing reality.

Abstract This article discusses the dynamics of contemporary Islamic education. The goal of Islamic education is to provide human resources based on Islamic values and in accordance with the spirit of Islam. The methods of education and instruction should also be designed to achieve the goal. Any methodology that is not oriented towards achieving the goal will certainly be avoided. Thus, Islamic education is not merely transfer of knowledge, but whether the science given can change attitudes. Within this framework, intensive monitoring should be done by society, including government (state), towards learners' behaviors. The next step is realizing it so that necessary education and curriculum programs are harmonious and sustainable. Islamic higher education institutions should be self-evident and transform themselves to meet the challenges of increasingly competitive and complex era. Islamic universities are considered not marketable anymore in facing global competition. Contemporary education must adjust with the recent technological developments. For that reason, it is necessary to develop an education system with global perspective in order to produce output from higher quality educational institutions, so that they are confident in facing global competition, and put forward interdisciplinary method interconnectedly. Ù…Ù"خص يتناوÙ" هذا اÙ"بحث اÙ"حديث عن ديناميكية اÙ"تربية اÙ"إسÙ"امية ÙÙŠ اÙ"عصر اÙ"حاضر. تهد٠اÙ"تربية اÙ"إسÙ"امية Ø¥Ù"Ù‰ بناء اÙ"موارد اÙ"بشرية اÙ"تي تتخÙ"Ù' باÙ"أخÙ"اÙ' اÙ"كريمة اÙ"مواÙÙ'Ø© Ù"روح اÙ"إسÙ"ام. ÙˆÙ"ابد من تخطيط طريÙ'Ø© اÙ"تربية واÙ"تعÙ"يم Ù"تحÙ'ÙŠÙ' هذا اÙ"هدÙ. وكÙ" اÙ"طريÙ'Ø© اÙ"تي Ù"ا تعتمد عÙ"Ù‰ تحÙ'ÙŠÙ' اÙ"هد٠Ù"ا بد من اجتنابها. ÙÙ"هذا، Ùإن اÙ"تربية اÙ"إسÙ"امية Ù"اتهد٠إÙ"Ù‰ Ù†Ù'Ù" اÙ"معÙ"ومات ÙÙ'Ø·ØŒ وإنما تهتم بمدى تأثيرتÙ"Ùƒ اÙ"معÙ"ومات ÙÙŠ اÙ"سÙ"وك أم Ù"ا. من أجÙ" Ø°Ù"ك، نحتاج Ø¥Ù"Ù‰ اÙ"مراÙ'بة اÙ"مكثÙØ© من جميع طبÙ'ات اÙ"مجتمع، ومن Ø°Ù"Ùƒ اÙ"حكومة، تجاه سÙ"وك اÙ"Ø·Ù"اب واÙ"طاÙ"بات، Ù‡Ù" يتÙÙ' مع تعاÙ"يم اÙ"إسÙ"ام اÙ"متعÙ"Ù'Ø© باÙ"حياة ÙˆÙ'يمه أم Ù"ا. واÙ"خطوة اÙ"تاÙ"ية هي تطبيÙ' تÙ"Ùƒ اÙ"طريÙ'Ø©ØŒ ÙÙ"هذا نحتاج Ø¥Ù"Ù‰ اÙ"طريÙ'Ø© اÙ"تربوية واÙ"منهج اÙ"متسÙ'Ø© مع اÙ"هد٠اÙ"سابÙ' وذات استمرارية. Ù"ابد Ù"Ù"جامعات اÙ"إسÙ"امية أن تÙ'وم بإصÙ"اح اÙ"ذات واÙ"تحوÙ" Ù"مواجهة تÙ'Ù"بات اÙ"عصر اÙ"Ù…Ù"يئة باÙ"تناÙس واÙ"معوÙ'ات اÙ"مجمعة. Ùˆ تعتبر اÙ"جامعات اÙ"إسÙ"امية غير Ù'ابÙ"Ø© Ù"Ù"تسويÙ' ÙÙŠ مواجهة اÙ"تناÙس اÙ"دوÙ"ÙŠ. ÙاÙ"تعÙ"يم واÙ"عصري يجب أن يتعايش مع تطور اÙ"زمان واÙ"تكنوÙ"وجيا، ÙÙ"هذا ينبغي أن Ù†Ù'وم بتطوير نظام اÙ"تعÙ"يم عÙ"Ù‰ مستوى عاÙ"مي حتى يتخرج ÙÙŠ هذه اÙ"جامعات اÙ"خريجون اÙ"متÙÙˆÙ'ون وتصبح هذه اÙ"جامعات جامعات متÙ'دمة، وذات Ø«Ù'Ø© باÙ"Ù†Ùس تجاه اÙ"تناÙس اÙ"دوÙ"ÙŠØŒ ويتÙضÙ" أن تستخدم هذه اÙ"جامعات طريÙ'Ø© متعدد اÙ"تخصصات ومتعدد اÙ"ترابط. واÙ"تربية اÙ"عصرية Ù"ابد أن تواÙÙ' مع اÙ"تطور اÙ"زمني واÙ"تكنوÙ"وجيا. ÙÙ"هذا Ù"ابد من تطوير نظام اÙ"تربية ذات اÙ"Ø«Ù'اÙØ© اÙ"واسعة حتى تصدر اÙ"متخرجين اÙ"ممتازين واثÙ'ين بأنÙسهم ÙÙŠ مواجهة اÙ"تناÙس اÙ"دوÙ"ÙŠØŒ ويÙضÙ"ون منهج متعدد اÙ"تخصصات ومتعدد اÙ"ترابط. Abstrak Artikel ini membahas tentang dinamika pendidkan Islam di masa kontemporer. Tujuan pendidikan Islam adalah menciptakan SDM yang berkepribadian Islami berdasarkan nilai-nilai Islam serta sesuai dengan ruh dan nafas Islam. Metode pendidikan dan pengajarannya juga harus dirancang untuk mencapai tujuan tersebut. Setiap metodologi yang tidak berorientasi pada tercapainya tujuan tersebut tentu akan dihindarkan. Jadi, pendidikan Islam bukan semata-mata melakukan transfer of knowledge, tetapi memperhatikan apakah ilmu pengetahuan yang diberikan itu dapat mengubah sikap atau tidak. Dalam kerangka ini, diperlukan monitoring yang intensif oleh seluruh lapisan masyarakat, termasuk pemerintah (negara), terhadap perilaku peserta didik, sejauh mana mereka terikat dengan konsepsi-konsepsi Islam berkenaan dengan kehidupan dan nilai-nilainya. Rangkaian selanjutnya adalah tahap merealisasikannya sehingga dibutuhkan program pendidikan dan kurikulum yang selaras, serasi, dan berkesinambungan dengan tujuan di atas. lembaga pendidikan tinggi Islam harus berbena diri dan melakukan transformasi untuk menjawab tantangan zaman yang semakin kompetitif dan kompleks. Perguruan tinggi Islam dianggap tidak marketable lagi dalam menghadapi persaingan global. Pendidikan kontemporer harus menyesuaikan perkembangan zaman dan perkembangan teknologi. Untuk itu perlu dilakukan pengembangan sistem pendidikan yang berwawasan global agar menghasilkan output dari lembaga pendidikan yang lebih bermutu, supaya mereka percaya diri dalam menghadapi persaingan global, dan mengedepankan metode interdisipliner, interkonektifitas.