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.
Futures studies and foresight are new disciplines for Central Asia. Their methodology is making the first steps in the region. The present paper tests how narrative foresight can be applied in the field of religious education reform. For Kazakhstan, Islamic education has become a critical aspect of socio-cultural life. Its present situation requires radical changes, and the seven core questions of narrative foresight methodology help to research the vital dimensions of the problem in the quest for a solution. Going through the history of the issue, the forecast for current trends, identifying critical assumptions, and building alternative futures helps to arrive at the preferred future for Islamic education in Kazakhstan. With a new vision, some practical steps come forward that can guide to that new reality embodied in a new metaphor.
Teacher welfare is indeed an important thing, because teachers need guarantees for the work they do. To Teachers need appreciation for their duties. Teachers have the responsibility to create quality learning in order to facilitate the achievement of the objectives of the subjects. The research method used in this research is a qualitative method. Teacher welfare is a guide for teachers to continue to be enthusiastic in carrying out their duties. Teachers of Islamic Religious Education subjects, will be happy if the clarity of the welfare of their work is guaranteed either by the government, or by the private sector if they are committed. The indicators of learning quality consist of: appropriate learning design and focus on standards, delivery of high quality learning, learner-centered, increasing students' activeness in learning, evaluating students, implementing positive behavior management strategies, clarity of learning for students. Learning has clear objectives, if the teacher can organize it well, the learning objectives will be achieved, otherwise it will not be achieved. With the existence of teacher welfare prepared by the government and the private, teacher must be more enthusiastic in teaching, learning will be more interesting, not boring. Innovation in learning Islamic Religious Education needs to be done so that it is of higher quality.
This study aims to analyze the policy of Islamic education in Thailand. The method used is a case study qualitative method. The data collection technique is done through interviews, observation, and documentation. The data analysis technique used consists of three co-occurring activities: data reduction, data presentation, conclusion drawing/verification. The results showed that; Islamic education policies in the field of curriculum, namely policies carried out by requiring general subjects such as mathematics, science, geography; Islamic education policy regarding the Thai language, namely using and developing the Thai language in student learning; Islamic Education Policy regarding teachers, namely providing training for teachers and education personnel to improve their abilities and knowledge. This research implies that it can be used as input for the government, stakeholders, leaders, teachers in making policies so that the quality of education is more qualified and able to compete with other countries.
This article aims to determine the policies and problems that exist in Islamic primary and secondary education in Indonesia in Era 4.0. This research method uses library research with a qualitative approach. The authority of schools to manage themselves is given by the government to develop the potential that exists in schools so that there are several things that are the duty of the government in terms of education, one of which is education management as stated in Law no. 23 of 2014 that the district or city government manages basic education. The national education policy for Islamic basic education includes Madrasah Ibtidaiyah and Madrasah Tsanawiyah which have been regulated in Minister of Religion Regulation No. 60 of 2015 concerning the Implementation of Madrasah Education, paragraphs 4 and 5. Then the national education policy on secondary education includes Madrasah Aliyah and Vocational Madrasah which have been regulated in Minister of Religion Regulation No. 60 of 2015 concerning the Implementation of Madrasah Education, paragraphs 6 and 7. The educational levels of MI, MTs, MA, and MAK are all under the auspices of the Minister of Religion. Islamic primary and secondary education in Indonesia in Era 4.0 include First, the lack of public interest in Islamic education. Second, the low quality of teachers, Third, government discrimination against the allocation of Islamic education funds. Fourth, Certificate oriented. Fifth, the low quality of each learning process management process in each educational unit.
