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Journal articles on the topic 'Islamic Schools'
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1
Duderija, Adis. "Canadian Islamic Schools." American Journal of Islam and Society 26, no. 2 (2009): 127–30. http://dx.doi.org/10.35632/ajis.v26i2.1401.
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Over the last two to three decades, a number of factors have ensured thatwestern Muslims and Islam have become socially and politically far moreembedded and visible in western liberal democracies. For example, a largesegment of new (post-1965) immigrant religious minority communities settlingin western liberal democracies, including Canada, are of the Muslimfaith. Moreover, an increasing number of educated, professional westernbornMuslims consider, unlike their immigrant parents, their countries ofbirth as their “home.” Furthermore, the politicization of Islam and the natureof the current state of international affairs, in which issues pertaining toMuslims and Islam often take central place, have highlighted the publicprominence of Islam and its adherents in theWest.This situation has problematized and generated a number of debatesrelating to the philosophical, religious, cultural, political, and social underpinningsof western liberal societies vis-à-vis their Muslim communityconstituency. In addition, it has induced several profound identity-relatedquestions pertaining to what it means to be “western” or “a westernMuslim”or, for some, a “Muslim” in theWest. One aspect of this overall dynamic isthe question of the role and the function of faith-based Islamic schoolsoperating in western liberal democracies, as their numbers have mushroomedover the last two decades ...
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Fazry Maulana, Muhammad, Agustina Nurhayati, Rudi Santoso, Maimun Maimun, and Rita Zaharah. "IMPLEMENTATION OF ARTICLE 46 LAW NUMBER 18 OF 2019 CONCERNING ISLAMIC BOARDING SCHOOLS SIYASAH FIQIH PERSPECTIVE." Constitutional Law Society 3, no. 1 (2024): 36–48. http://dx.doi.org/10.36448/cls.v3i1.61.
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Islamic boarding schools are community-based institutions and founded by individuals, foundations, Islamic community organizations, or communities that instill faith and devotion to Allah SWT, which creates noble morals and upholds the Islamic teachings of rahmatan lil'alamin which are reflected in a humble, tolerant, balance, moderation, and noble values of the Indonesian nation through education, Islamic preaching, example, and community empowerment. The data analysis method used is a qualitative descriptive method using an inductive thinking process. The implementation of Article 46 of Law Number 18 of 2019 concerning Islamic Boarding Schools (Studies at the Jabal An-Nur Al-Islami Islamic Boarding School, West Betung Bay, Bandar Lampung City) has been implemented with the efforts of Ustadz-Ustadz to provide facilities and infrastructure in the santri education process. The rules at the Jabal An-Nur Al-Islami Islamic Boarding School in terms of facilities and infrastructure are quite good, but the suitability of the Islamic Boarding School is not sufficient to be said to be good, such as the lack of a language lab and computer lab like other modern Islamic Boarding Schools so it is said to not be in accordance with Article 46 Law Number 18 of 2019 concerning Islamic Boarding Schools. Planning for educational facilities and infrastructure at the Jabal An-Nur Al-Islami Islamic Boarding School was created to support student educational facilities. Planning for program facilities and infrastructure is made by the Islamic boarding school with the coordination of the foundation through a series of stages, namely the Islamic boarding school coordination meeting which is held once a year. Fiqh Siyasah Review of the Implementation of Article 46 of Law Number 18 of 2019 concerning Islamic Boarding Schools at the Jabal An-Nur Al-Islami Islamic Boarding School was not carried out in accordance with Siyasah Tanfidziyyah because the Jabal An-Nur Al-Islami Islamic Boarding School and the Regional Government did not carry out their mandate. in Article 46 of Law Number 18 of 2019 concerning Islamic Boarding Schools.
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Kurniyadi, Mahmud Darul, and Isa Anshory. "Kepemimpinan di Pesantren Salafiyyah dan Modern." TSAQOFAH 4, no. 2 (2023): 911–16. http://dx.doi.org/10.58578/tsaqofah.v4i2.2424.
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Nowadays, there are many Islamic boarding schools around us. With various types, including salafiyyah and modern. The management of Islamic boarding schools will also vary depending on the vision and mission of each Islamic boarding school. Running an Islamic boarding school in accordance with the Islamic boarding school's vision and mission will make the Islamic boarding school have its own characteristics. Leadership is a person's ability to lead, control, influence people's thoughts, feelings or behavior to achieve certain goals. Thus, the leadership style in each Islamic boarding school is different. Because leadership style will also show the differences between each Islamic boarding school and the Islamic boarding school's image. Therefore, this paper will discuss leadership in Salafiyyah and modern Islamic boarding schools.
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Mustain, Zainul, and Rahmat Rahmat. "Nusantara Islamic Education at Islamic Boarding Schools." Anjasmoro: Islamic Interdisciplinary Journal 1, no. 02 (2024): 90–100. http://dx.doi.org/10.69965/anjasmoro.v1i02.28.
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Islam Nusantara as an Islamic concept unique to the archipelago has become an interesting topic of discussion among academics and observers of Islamic education because, at the beginning of its emergence, there were pros and cons. After all, it was felt that Islam Nusantara was a new religion, even though Islam Nusantara was not the result of cultural creation but was the teaching of Islam by Ahlussunnah Wal Jamaah as a whole. essential even though linguistically there are various debates. The purpose of writing this article is to present Islam Nusantara in the style of Islamic boarding schools, where Islamic boarding schools in this context are also educational institutions that give birth to the concept of Islam Nusantara so that from the results of academic discussions at Islamic boarding schools, Islam Nusantara can be well accepted by society in general. as an inevitability in the life of a nation with Islamic culture and religion. This research uses qualitative research with a literature study approach. Meanwhile, the results of this research obtained several recommendations regarding Nusantara Islam in Islamic boarding schools, namely, 1) It is considered important for Islamic boarding schools to preserve Indonesian Islamic education, 2) The model of Nusantara Islamic education in Islamic boarding schools, and 3) The role of government is needed in the formulation and implementation of Nusantara Islamic education in formal education.
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Armita, Anisa Putri, and Luluk Hanifah. "Economic Empowerment Of Santripreneur-Based Islamic Boarding Schools At Nurul Amanah Islamic Boarding School, Bangkalan." JOURNAL OF SHARIA ECONOMICS 5, no. 2 (2023): 268–78. https://doi.org/10.35896/jse.v5i2.668.
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Islamic boarding schools have the responsibility to develop the potential of students and empower them in all fields including economic aspects. This is what has spurred a number of Islamic boarding schools to try to combine the religious education system with entrepreneurial training. With the aim of supporting the main task of Islamic boarding schools, namely providing religious knowledge. So that Islamic boarding schools are not only producing a spiritually competent generation, but also producing an economically competent generation. The research conducted at the Nurul Amanah Bangkalan Islamic Boarding School used qualitative research methods. The data collection techniques used in this research included documentation, observation and in-depth interviews with students and caregivers at the Nurul Amanah Bangkalan Islamic Boarding School. Nurul Amanah Islamic Boarding School is an Islamic boarding school that implements a santripreneur program for students to become entrepreneurs so that they can empower the Islamic boarding school's economy. Therefore, this research aims to determine the economic empowerment of santripreneur-based Islamic boarding schools at the Nurul Amanah Bangkalan Islamic Boarding School.
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Aristantia, Dita Wahyuni, Muhammad Baharuddin, Nur Mazidah, Putri Amalia, and Zaenab Tri Lestari. "Learning Model of Arabic in Indonesia: A Study of The Curriculum System at Bahrul Ulum Tambakberas Islamic Boarding School, Jombang and an-Nuqayah, Madura." Edumaspul: Jurnal Pendidikan 8, no. 1 (2024): 485–99. http://dx.doi.org/10.33487/edumaspul.v8i1.7638.
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Arabic is the most core subject in Islamic boarding schools. Likewise at the Bahrul Ulum Islamic Boarding School Tambakberas Jombang and the an-Nuqayah Islamic Boarding School Madura. This study discusses the Arabic curriculum applied by the Bahrul Ulum Islamic Boarding School Tambakberas Jombang and the an-Nuqayah Islamic Boarding School Madura with a focus on the research objectives of Arabic learning, Arabic language learning activities, and Arabic language learning materials taught in the two Islamic Boarding Schools. This study uses a qualitative approach by using the form of a case study. The sources of data in this study were the leaders of Islamic Boarding Schools, Arabic language teachers and administrators of the Bahrul Ulum Tambakberas Islamic Boarding Schools in Jombang and the an-Nuqayah Islamic Boarding Schools, Madura. After discussing and analyzing the data, it can be concluded that the two Islamic boarding schools applied different curricula. The Bahrul Ulum Islamic Boarding School Tambakberas Jombang applies an Arabic curriculum for the Salaf Islamic Boarding School which still prioritizes Arabic as a tool for understanding sources of Islamic studies. Meanwhile, at the an-Nuqayah Islamic Boarding School, the modern Islamic Boarding School's Arabic curriculum combines basic Arabic (as a tool) and practical Arabic as a daily communication tool, which in this case is accommodated by the Daar al-Lughah al-Arabiyah wa al-Fiqh al-Salafi institution. However, the two Islamic Boarding Schools have something in common, namely placing Arabic in their respective Madrasah Diniyah programs.
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Khodafi, Muhammad, Iin Nur Zulaili, Taufiqurrohman Taufiqurrohman, and Adib Kurniawan. "Dari Kitab ke Klik: Literasi Moderasi Beragama Pondok Pesantren di Dunia Digital." Tafáqquh: Jurnal Penelitian Dan Kajian Keislaman 12, no. 2 (2024): 310–31. https://doi.org/10.52431/tafaqquh.v12i2.3146.
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This qualitative research explores the relationship between Islamic boarding schools and Ngaji Online in the digital realm. This research aims to identify the diversity of Turats books in Indonesian Islamic boarding schools, analyze Islamic boarding school Turats studies expressed in the digital space, and explain studies of religious moderation in Islamic boarding school Turats in the digital space. This research uses the Netnography method which places digital society ethnographically. However, to explain the connection with Turats pesantren, the initial data analyzed is the tradition of studying the Turats book in several Salaf, modern, and Salafy Islamic boarding schools, one aspect of constructing Islamic boarding school cultures. The results of this research indicate that there are quite significant differences between each Islamic Boarding School which is the object of research. The Turats studies taught in Islamic boarding schools are also presented online via each Islamic boarding school's social media.
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Abdalla, Mohamad, Dylan Chown, and Nadeem Memon. "Islamic Studies in Australian Islamic Schools: Learner Voice." Religions 11, no. 8 (2020): 404. http://dx.doi.org/10.3390/rel11080404.
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This paper provides insight into senior secondary learners’ views on Islamic Studies (IS) in three large Australian Islamic schools. This study offers a ‘dialogic alternative’ of ‘speaking with’ rather than ‘speaking for’ learners in Islamic educational research, planning, and renewal within K-12 Islamic schools. The study privileges learners’ voice and enables an insight to their experience with one of the most important features of Islamic schools—Islamic Studies. Using phenomenology as a methodological framework, learner voice was elicited through focus groups where 75 learners (years 10, 11, and 12) provided information describing their experience with Islamic Studies. Thematic content analysis of the textual data suggests that learners’ dissatisfaction far outweighs their satisfaction with Islamic Studies. The findings of this paper can benefit Islamic schools in Australia and other Western contexts.
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Fitri, Alifa Nur, and Nuriyatul Lailiyah. "Branding Strategy for An Nur II Al-Murtadlo as a Tourism Islamic Boarding School through Digital Public Relations." Jurnal Dakwah dan Komunikasi 8, no. 2 (2023): 213. http://dx.doi.org/10.29240/jdk.v8i2.8498.
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Islamic boarding schools are Islamic educational institutions that apply traditional learning methods such as bandongan and sorogan. The learning implemented by Islamic boarding schools has now evolved following existing developments, a shift from the traditional learning system to learning in the digital era, this has an impact on the branding strategy applied by Islamic boarding schools to the general public. The PESO model analysis at the An Nur 2 Islamic Boarding School is used to look at Islamic boarding school branding through the media, especially owned media. This article discusses the influence of the digitalization of the An Nur 2 Islamic boarding school on the branding strategy and optimization of Islamic boarding school learning in the era of digitalization. This qualitative research uses a descriptive approach, observation and online interviews as supporting data. The results of the research explain that the percentage of digitalization strength in an Islamic boarding school can have a very significant effect on strengthening the Islamic boarding school's credibility as a branding strategy and influence the success of existing learning systems and methods in Islamic boarding schools. Thus, the existence of Islamic boarding schools known as traditional Islamic education institutions can develop. both with digitalization and playing an important role in social control and branding of Islamic boarding school institutions through the media, especially, in the midst of the crisis of decreasing credibility of Islamic boarding schools in front of the general public.
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Ihyak, Muhammad. "Strategi Public Relations Melalui Whatsapp Guna Mempromosikan Pondok Pesantren Asy-Syafi iyah Sukorejo Bangsalsari." Medio Jurnal Ilmu Komunikasi 1, no. 2 (2023): 113–36. https://doi.org/10.56013/mji.v1i2.2387.
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Balancing technological developments and seeing the increasingly diverse competitiveness of Islamic boarding schools because the number of Islamic boarding schools continues to increase every year, for this reason, the Asy-Syafi'iyah Islamic Boarding School also has a strategy in promoting its Islamic boarding schools. The research focus in this thesis is: (1). What is the public relations strategy via WhatsApp to promote the Sukorejo Bangsalsari Asy-Syafi'iyah Islamic Boarding School? (2). Analysis of the advantages and disadvantages of the Public Relations Strategy via Whatsapp to promote the Asy-Syafi'iyah Sukorejo Bangsalsari Islamic Boarding School?. The approach used in this research is a qualitative approach with a descriptive research type and data was collected using observation methods carried out in the field, interviews also carried out in the field, and documentation made in the field. Utilization of Islamic boarding school Public Relations which can help, build and maintain communication between the Islamic boarding school and its public.The results of this research show the Islamic boarding school's public relations strategy in involving public relations and Islamic boarding school alumni to promote Islamic boarding schools using WhatsApp social media. In promoting Islamic boarding schools, public relations and Islamic boarding school alumni form Jami'ah or Islamic boarding school management groups. . Utilizing Whatsapp social media is very effective in promoting Islamic boarding schools. And it can also build good communication between alumni and Islamic boarding school administrators. Alumni maintain good relations with the Islamic boarding school, and also participate in boarding school activities. Then, alumni promote the boarding school by joining the WhatsApp group of the boarding school and the Asy-syai'iyah administrators on each alumni's social media, and holding special alumni events at the boarding school and outside the boarding school. By using WhatsApp social media for alumni and Islamic boarding school administrators, it is easier to promote Islamic boarding schools to the public.
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Abdalla, Mohamad, Dylan Chown, and Nadeem Memon. "Islamic Studies in Australian Islamic schools: educator voice." Journal of Religious Education 70, no. 1 (2022): 25–42. http://dx.doi.org/10.1007/s40839-022-00164-y.
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AbstractThis paper responds to calls for renewal in Islamic schooling and education. In doing so, it provides insight into educators’ views on Islamic Studies (IS) in five Australian Islamic schools, with a focus on senior years (years 10, 11 and 12). The study offers a ‘dialogic alternative’ of ‘speaking with’ rather than ‘speaking for’ educators in Islamic educational research, planning, and renewal within K-12 Australian Islamic schools. It privileges educators’ voice and enables an insight into their experience with one of the most important and distinct features of Islamic schools – IS. Using phenomenology as a methodological framework, educators’ voice was elicited through focus groups where eighteen educators provided information describing their experience with IS. The study identified “strengths” and “challenges” of IS. Strengths includes parents’ desire for IS, educators’ personal connection with learner, knowledge of subject-matter, autonomy in teaching IS and unity among IS educators. The challenges outweigh the strengths and include insufficient time for IS, lack of resources, absence of a clear vision leading to a tokenistic and fragmented approach to the teaching of IS, low-level respect and recognition of IS educators and more.
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Muniah, Baiq, Habibul Umam Taqiuddin, and Muhammad Yakub. "Peran Pondok Pesantren Dalam Pemberdayaan Ekonomi Masyarakat Di Desa Mertak Tombok Kecamatan Praya Kab. Lombok Tengah." Jurnal Econetica: Jurnal Ilmu Sosial, Ekonomi, dan Bisnis 5, no. 2 (2023): 28–37. http://dx.doi.org/10.69503/econetica.v5i2.543.
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In general, Islamic boarding schools have a very big role in educating the nation's children through religious education. However, Islamic boarding schools have a role in empowering the economy of the community around the Islamic boarding school. The problems raised in this research are: first, what is the role of Islamic boarding schools in empowering the community's economy in Mertak Tombok Village, Praya District, Central Lombok Regency. Second, what is the Islamic boarding school's strategy for economic empowerment of the community in Mertak Tombok Village. Based on these problems, the research objectives are: first, to determine the role of Islamic boarding schools in empowering the community economy in Mertak Tombok Village, Praya District, Central Lombok Regency. Second, to find out the Islamic boarding school's strategy for economic empowerment in Mertak Tombok Village. This type of research is descriptive research. Data collection techniques used in this research are: observation, interviews and documentation. Because the research method design is qualitative research, the researcher used the data analysis technique proposed by Miles and Huberman which includes a series of three main activities, namely data reduction, data display, and drawing conclusions. The results of this research show that: first, the role of Islamic Boarding Schools in Community Economic Empowerment in Mertak Tombok Village, Praya District, Central Lom-bok Regency can be seen from the provision of business capital, assistance for the construction of facilities and infrastructure, and mentoring assistance. Second, the Islamic Boarding School's strategy for community economic empowerment in Mertak Tombok Village is by creating a comfortable climate, and village-based empowerment programs in the form of assistance to farmers, MSMEs, livestock breeders, and so on.
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Muhammad, Munif Godal, Abidin Zainal, Askar Askar, Rifaldi Moh., and Lucky Ahmad Andry. "Implementation of Moderate Islamic Values at Elementary Schools in Indonesia." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 06, no. 08 (2023): 3563–69. https://doi.org/10.5281/zenodo.8238230.
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Moderate Islamic values are considered as a very important element that should be implemented within education institutions context. Studies on the implementation of moderate Islamic values within education institution contexts In Indonesia have been carried out within middle and higher education institutions. However, limited studies have been conducted to understand moderate Islamic values implementation within elementary schools context. Therefore, the aim of this study is to examine the implementation of moderate Islamic values within elementary schools context in Indonesia. This study used the qualitative case study method, and the data was gathered through direct observation, in-depth interviews, and written document analysis. The findings of this study show that an elementary school in Alkhairraat Palu, Indonesia, has implemented a number of moderate Islamic values within the school context. Those moderate Islamic values include moral values. Moderate character values, tolerance, and mutual respect values. Those values were integrated into the school's curriculum, extracurricular activities, and extra curricula activities. Students and teachers are imposed to implement moderate Islamic values within the daily school context.
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Suryana, Aep Tata. "Implementation of Islamic Human Resource Management in Islamic Boarding Schools: Case Study in Modern Islamic Boarding Schools." SYAMIL: Jurnal Pendidikan Agama Islam (Journal of Islamic Education) 12, no. 1 (2024): 27–40. http://dx.doi.org/10.21093/sy.v12i1.8651.
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This study aims to examine the strategy of HRM development in modern Islamic boarding schools based on Islamic principles. This study uses a qualitative approach by collecting data from various sources such as the results of previous studies. The collected data will be analyzed thematically to identify patterns and main themes relevant to the research objectives. The results of the study indicate that the implementation of HRM based on Islamic principles can improve individual and organizational performance in Islamic boarding schools. The principles of fairness and transparency in recruitment and promotion, the welfare of teachers and staff, and the enforcement of ethics and integrity are key factors in the success of HRM. Cultural and traditional challenges can be overcome by aligning conventional values with modern management principles through education and dialogue. Limited resources can be overcome with creative and collaborative solutions, such as cooperation with non-profit organizations and the private sector. Adapting to technological change requires investment in infrastructure and training, as well as cultivating innovation throughout the organization. With the right strategy, Islamic boarding schools can implement effective human resource management that follows Islamic values, so that they can produce competent and noble graduates.
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Ali, Agus, and Dian Dian. "Curriculum Management In Strengthening The Quality Of Graduates Of Pesantren-Based Islamic Senior High Schools." International Journal of Education and Digital Learning (IJEDL) 2, no. 4 (2024): 16–34. https://doi.org/10.47353/ijedl.v2i4.126.
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The objective of this research is to describe how curriculum planning, organization, implementation, and supervision strengthen the quality of graduates from pesantren-based Islamic senior high schools. The conceptual framework of this study posits that if educational institutions, including pesantren-based madrasahs, can continuously apply planning, organization, implementation, and supervision according to customer needs, then pesantren-based Islamic senior high schools can produce quality graduates. The research method used in this study is descriptive with a qualitative approach. Data collection techniques include documentary study, interviews, and observations.The research findings indicate that: 1) Curriculum planning in enhancing the quality of graduates from pesantren-based madrasahs at Ummul Quro Al-Islami Leuwiliang Bogor Islamic Senior High School and Sahid Pamijahan Bogor Islamic Senior High School includes goal setting, method determination, content determination, and evaluation determination. 2) Curriculum organization in enhancing the quality of graduates from pesantren-based madrasahs at Ummul Quro Al-Islami Leuwiliang Bogor Islamic Senior High School and Sahid Pamijahan Bogor Islamic Senior High School involves the preparation of academic calendars, scheduling of lessons, arrangement of duties and obligations of educational personnel, and school activity programs. 3) Curriculum implementation in enhancing the quality of graduates from pesantren-based madrasahs at Ummul Quro Al-Islami Leuwiliang Bogor Islamic Senior High School and Sahid Pamijahan Bogor Islamic Senior High School includes learning materials, learning strategies and methods, learning facilities and infrastructure, and learning assessment systems. 4) Curriculum supervision in enhancing the quality of graduates from pesantren-based madrasahs at Ummul Quro Al-Islami Leuwiliang Bogor Islamic Senior High School and Sahid Pamijahan Bogor Islamic Senior High School comprises evaluation of educational goals, evaluation of content or materials, evaluation of teaching strategies, and evaluation of assessment programs. 5) The quality of graduates resulting from curriculum management at Ummul Quro Al-Islami and Sahid Islamic Senior High Schools is good; both schools have graduates who are accepted by educational customers, especially universities, both public and private.
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Syifa Nur Izzati Zahro, Ahmad Dimyati Badruzzaman, Ubaidillah Alghifary Slamet, and Ida Ayu Nyoman Saskara. "Implementasi Pendidikan Multikultural Dalam Meningkatkan Toleransi Pada Pesantren Modern Ummul Quro Al-Islami, Bogor." IHSANIKA : Jurnal Pendidikan Agama Islam 2, no. 2 (2024): 210–22. http://dx.doi.org/10.59841/ihsanika.v2i2.1136.
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This study uses a qualitative approach with a case study type of research. Source of data obtained from primary and secondary data. As for data collection techniques using observation, interviews, and documentation. The results of this study indicate that 1) the values of multicultural education for students at the Ummul Quro Al-Islami Modern Islamic Boarding School consist of democratic values, tolerance values and humanism values. 2) Implementation of Multicultural Education in Increasing Tolerance at Ummul Quro Al-Islami Modern Islamic Boarding School, Leuwiliang Bogor, West Java, namely by providing an understanding of multicultural education starting from educators to students, Islamic Boarding Schools have established regulations in terms of using Arabic and English to communicate between students as a multicultural unifying language in Islamic boarding schools, the existence of multicultural-based activities, the application of multicultural education in Islamic boarding schools to increase the tolerance attitude of students through several subjects in class which are conveyed implicitly, providing awareness of the importance of tolerant living by providing lots of advice and reminders conveyed by the Kyai and also educators at Islamic boarding schools. 3) Obstacles in the implementation of multicultural education in increasing tolerance at the Ummul Quro Al-Islami Modern Islamic Boarding School, namely, it takes quite a long time to understand the different characters in the pesantren environment, lack of understanding of the meaning of tolerance in some students, and lack of awareness of the importance of tolerance.
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Akmansyah, Muhammad, Utami Yuliyanti Azizah, and Nurnazli Nurnazli. "FOSTERING RELIGIOUS HARMONY: NURTURING TOLERANCE IN ISLAMIC BOARDING SCHOOLS THROUGH KIAI'S EXEMPLARY, CURRICULUM, AND DAILY ACTIVITIES." Ijtimaiyya: Jurnal Pengembangan Masyarakat Islam 17, no. 1 (2024): 43. http://dx.doi.org/10.24042/ijpmi.v17i1.22044.
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Tolerance plays a pivotal role in fostering positive impacts within society, particularly in Indonesia where Pesantren (Islamic Boarding School), as the oldest educational institutions, shape the character of Santri (students) and instills the essence of tolerance. This article aims to describe and analyze how exemplary leadership by the Kiai (Islamic kiais), the curriculum taught, and the daily activities of students in fostering religious tolerance in Khalaf and Salaf Islamic Boarding Schools. The study was conducted as field research using qualitative descriptive methods, delving into Al-Mujatama’ al-Islami (khalafiyyah), and Arroudhotul Wahidah (salafiyyah) Islamic Boarding Schools. Data were gathered through interviews, observations, and documentation from kiais and student teaching staff. The systematic data analysis involved collection, reduction, display, and conclusion drawing, validated through source triangulation. The research results demonstrate that the kiais at both Islamic Boarding Schools exhibit exceptional leadership by promoting inclusivity and understanding through interactions with students from diverse backgrounds. They value dialogue, respect diverse opinions, and uphold tolerance. Al-Mujatama’ al-Islami Islamic Boarding School prioritizes religious education and practical skills to foster religious tolerance, while Arroudhotul Wahidah Islamic Boarding School excels in teaching Islamic Heritage Books, fosters tolerance, respect for diverse views, social consciousness, and discourse. Those Islamic Boarding Schools use structured schedules, group activities, and an all-encompassing educational strategy to foster respect, unity, and holistic growth among students. They cultivate individuals with diverse competencies and compassionate values, emphasizing how religious teachings influence attitudes toward tolerance and respect for religious diversity.
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Jalal, Novita. "Investigation of an Entrepreneurial Soul in Boarding Students of Islamic Boarding Schools." Rangkiang: Journal of Islamic Economics and Business 2, no. 1 (2024): 11–23. http://dx.doi.org/10.70072/rangkiang.v2i1.16.
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The aim of this research is to obtain an overview of the role of Islamic boarding schools in instilling an entrepreneurial spirit in students. This research uses a literature study method using 7 research articles related to cultivating an entrepreneurial spirit in students at Islamic boarding schools. The results of this research show that Islamic boarding schools have a role in building the entrepreneurial spirit of students in Islamic boarding schools through self-confidence, originality (creativity). and innovation) contained in the sermon activities carried out by the students. Results oriented, which can be seen through all activities provided at the Islamic boarding school solely to achieve the Islamic boarding school's vision. Instill mental discipline, namely by providing rules both written and culturally that occur in Islamic boarding schools. Leadership, which is carried out by optimizing the business units owned by the Islamic boarding school, including commerce, animal husbandry, fisheries and agriculture. Islamic Boarding School has a big role in creating modern industrial entrepreneurship, namely creating business units including soap making, convection, cake making, etc., by empowering students and the community through entrepreneurship programs so that they can support and improve the welfare of students and the community by creating lots of jobs.
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Mustofa, Muhammad. "ISLAMIC RELIGIOUS EDUCATION PEDAGOGIES: A SOCIOLOGICAL PERSPECTIVE ON SCHOOLS, MADRASAHS, AND ISLAMIC BOARDING SCHOOLS." Abjadia : International Journal of Education 9, no. 1 (2024): 153–68. http://dx.doi.org/10.18860/abj.v9i1.26625.
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This study aims to describe the importance of Islamic religious knowledge from a sociological perspective, serving as a guide for civilization. This article will explain the sociological overview within the components of Islamic education, the incorporation of Islamic education in the curriculum, and the patterns of Islamic religious education in pesantrens, madrasahs, and schools. The method used is a literature study using books or related articles as data sources. The results of this study are that the components of Islamic religious education consist of objectives, students, educators, curriculum, methods, environment, educational tools, and educational evaluation. The effort to include Islamic religious education in the curriculum began during the Dutch colonial era and continued during the era of Ki Hajar Dewantara when he served as the Minister of Education. The peak of Islamic religious education truly entering public schools occurred after the issuance of Law No. 2 of 1989 regarding the National Education System. Islamic religious education in schools, madrasahs, and pesantrens each has its own distinct character, where pesantrens have a deeply Islamic culture, then Islamic education was introduced into public schools as a basis for students to learn about Islam, while madrasahs attempt to merge the concepts applied in pesantrens and public schools.
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Nathie, Mahmood. "Are Australian Islamic schools elitist?" Journal for Multicultural Education 15, no. 2 (2021): 184–200. http://dx.doi.org/10.1108/jme-07-2020-0069.
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Purpose The purpose of this study is to examine whether Australian Islamic schools, by dint of their unique status within Australian private schooling, may be construed as elitist or exclusivist premised on markers such as religious affiliation, school age, history, location, reputation and non-curricular excellences such as affluence and alumni. This issue has not been examined empirically hitherto. This study addresses this absence, as these markers, when used selectively, may make student entry restrictive by virtue of enrolment criteria that is either hyper selective or exclusivist that is often administered through costly tuition fees. Design/methodology/approach Quantitative analysis is used to examine four distinct elitist markers associated with Islamic schools, as they appeal to a market prescribed by faith, preference and demand. Data is sourced from selected government and independent school databases including the index of community socio-educational advantage (ICSEA) database. Findings The findings indicate that Islamic schools do not fit any of these markers partly because these schools are positioned predominantly in middle to lower socio-economic communities and areas where the measure of educationally advantaged backgrounds is only marginally above the ICSEA threshold of 1,000. Further, their enrolment criteria are not premised on high fee-based structures nor on exclusivist selection and enrolment practices that would tag them as elitist. Research limitations/implications It is quite possible that parental and community perceptions of Islamic schools using qualitative measures may identify some schools as elitist. This, however, has yet to be tested empirically in further studies relying on surveys, interviews and focus group sessions. Practical implications Islamic schools should not market nor portray themselves as elitist or exclusivist for that may undermine the very purpose of their function as faith-based institutions. Social implications Perceptions of elitism levelled against some Islamic schools must be weighed against a number of distinct social markers. The examination of four markers in this study does not support such perceptions. Elitist perceptions may abound within communities and amongst parents when vying for student placements in these schools. The basis for such observations, however, is at best anecdotal or outright conjectural in the absence of empirical evidence. Originality/value This is the first and only study that examines the issue of elitism amongst Islamic schools in Australia and elsewhere.
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Negasi, Mohamed, and Idris Abubeker Jamel. "CASHWAQF AND FINANCING ISLAMIC SCHOOLS." Malaysian Journal of Syariah and Law 9, no. 2 (2021): 19–29. http://dx.doi.org/10.33102/mjsl.vol9no2.303.
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The present study provides a general overview of the concept of Waqf, and an in-depth discussion of how cash Waqf can fund, educational institutions such as Islamic schools, their maintenance, teachers and students in need. It discusses jurists’ opinions regarding the legal ruling of cash Waqf and points out predominant opinions relating to the issue at hand. The study also expounds proposed practical models for cash Waqf to fund Islamic schools. The study uses descriptive, inductive and analytical methods. Based on the discussions, the study concludes that if cash Waqf is implemented in a proper way, it can play a significant and effective role in funding Islamic schools.
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Irham, Irham. "Islamic Education at Multicultural Schools." Jurnal Pendidikan Islam 3, no. 2 (2018): 141. http://dx.doi.org/10.15575/jpi.v3i2.1448.
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Aviva, Nailussa’adah, and Iriani Ismail. "Leadership in Islamic Boarding Schools." Indonesian Journal of Economic & Management Sciences 1, no. 5 (2023): 703–12. http://dx.doi.org/10.55927/ijems.v1i5.6262.
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Leadership in Islamic boarding schools is very important because the life or death and development of an Islamic boarding school will be seen in the pattern and leadership style of a kyai. Leadership authority in Islamic boarding schools rests with a kyai. Therefore, it is very natural and normal for the role of kyai to be highly respected in the growth of Islamic boarding schools. In order to be an inspiration and role model, it is necessary to form a dynamic learning community pattern. The problem formulations include: 1) what is meant by leadership in Islamic boarding schools. 2) what leadership styles exist in Islamic boarding schools. 3) What roles are applied to a kyai. This research uses a literature analysis method obtained from several literatures. From the research results, the success or failure of an Islamic boarding school depends on the leadership style applied by the kyai themselves. Leadership factors are still determining factors in effectiveness and efficiency. Apart from that, the vision and mission also have influences and interrelated elements. The elements used as a reference are those that are adapted to Islamic law, including: 1) ethics that are in accordance with the teachings of the Prophet Muhammad. 2) objective leaders, 3) leaders who have high credibility, 4) responsive leaders
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Anggraeni, Anggraeni, Muhaemin Muhaemin, and Ino Sulistiani. "Prophetic Leadership in Islamic Schools." International Journal of Asian Education 6, no. 1 (2025): 17–28. https://doi.org/10.46966/ijae.v6i1.476.
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Prophetic leadership, rooted in the values of humanization, liberation, and transcendence, has gained attention as an ethical and values-based leadership model in Islamic education. This study examines the influence of prophetic leadership on teacher performance and student achievement at Madrasah Ibtidaiyah Datok Sulaiman Palopo. Using a quantitative correlational design, the study collected data from teachers and students using structured questionnaires and academic performance records. The data were analyzed using multiple regression and Pearson correlation tests to determine the relationship between prophetic leadership, teacher performance, and student achievement. The findings indicate that teachers perceive the principal’s leadership as highly aligned with prophetic values, particularly in fostering ethical guidance, professional motivation, and collaborative engagement. A significant positive correlation was found between prophetic leadership and teacher performance, suggesting that teachers who experience strong moral and professional support from school leaders demonstrate higher instructional effectiveness and classroom engagement. Additionally, student achievement was significantly influenced by the leadership approach, reinforcing the idea that values-driven leadership fosters a positive learning environment. The study highlights the need for Islamic schools to integrate participatory leadership practices, ensuring teachers have greater autonomy in decision-making. It also emphasizes expanding leadership strategies beyond teacher development to engage students and parents actively. Future research should explore how prophetic leadership can adapt to contemporary educational challenges, ensuring its continued relevance in enhancing teacher effectiveness and student success.
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Lailiatul Fauziyah, Alfi, and Ahmad Aly Syukron Aziz Al Mubarok. "Comparative Study of Student Morality in Islamic Boarding Schools and Non-Islamic Boarding Schools." Ascarya: Journal of Islamic Science, Culture, and Social Studies 3, no. 1 (2023): 46–55. http://dx.doi.org/10.53754/iscs.v3i1.529.
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This study focuses on exploring the morality of students from two different environmental groups, namely students living in a pesantren environment and students living in a non-pesantren school at MTs Salafiyah Mojogeneng. Using a quantitative approach, this study used the descriptive analysis method to analyze and compare the two contexts. The study used two independent variables in its comparative analysis to examine the differences in morality between the two groups of students. The data collection methods used in this study included the use of documentation, interviews, and questionnaires to obtain the most accurate and comprehensive picture of the morality of students in both environments. In addition, the use of these multiple data collection methods also ensured the reliability and validity of the research findings. The results showed that the moral values of students living in a pesantren environment tended to be better than those of students living in non-pesantren schools. This finding indicates that the environment and teaching methods in pesantren may contribute to the development of higher moral values. Furthermore, this study also found a significant difference between the morality of students living in pesantren and non-pesantren in MTs Salafiyah Mojogeneng. This suggests that the context of residence and educational environment can play an important role in the formation of students' morality. Thus, this study concludes that there is a significant difference between the morality of students living in a pesantren environment and a non-pesantren school in MTs Salafiyah Mojogeneng.
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Fathoni. "Typology of 21st Century Islamic Boarding School Education (Pesantren) in Indonesia." Jurnal Multidisiplin Madani 3, no. 11 (2023): 2253–61. http://dx.doi.org/10.55927/mudima.v3i11.6873.
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This research examines the dynamics of Islamic boarding schools in Indonesia with a focus on typology and development. Through a qualitative descriptive approach and library research, this research identified three developing typologies of Islamic boarding schools: Salaf Islamic Boarding Schools, Modern Islamic Boarding Schools, and Radical Islamic Boarding Schools. Salaf Islamic boarding schools, which are traditional Islamic boarding schools, maintain the teaching of classical Islamic books without adding to the general curriculum. The case study of the Tarbiyatun Nasyi'in Islamic Boarding School in Jombang provides an illustration of the sustainability of the Salafist model which still exists today. Modern Islamic boarding schools, represented by Pondok Modern Gontor, show transformation by incorporating a general curriculum, emphasizing Arabic and English language teaching, and managing Islamic boarding school management neatly. This phenomenon illustrates the adaptation of Islamic boarding schools to the demands of the times and general education. Radical Islamic boarding schools reflect a conservative and scriptural Islamic ideology, often involving fundamentalist views and radicalism. Case studies of Islamic boarding schools in Lamongan and Ngruki highlight the negative impact of radical thinking in the students' thinking patterns and the involvement of some alumni in acts of terrorism. This research describes the variations in educational approaches and religious views in Islamic boarding schools, reflecting the dynamics of Islam in Indonesia. With a deeper understanding of Islamic boarding school typology, this research contributes to detailing the development and role of Islamic boarding schools in shaping Islamic society in Indonesia
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Zakaria, Gamal Abdul Nasir, and Desfa Yusmaliana. "MANAGEMENT OF EDUCATION BOARDING SCHOOLS." EDUSOSHUM: Journal of Islamic Education and Social Humanities 3, no. 1 (2023): 50–58. http://dx.doi.org/10.52366/edusoshum.v3i1.60.
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Management is an important factor in managing an institution, one of which is educational institutions, namely Islamic boarding schools. Islamic boarding school education management has characteristics that are in accordance with Islamic religious teachings and aims to instill Islamic religious values. Islamic boarding schools, as Islamic educational institutions, face challenges in the development of society and students. This challenge will be easy to face with pesantren education management. This article aims to describe pesantren education management. The method used in this research is the library research method. Data was collected using documentation techniques from scientific journal article literature published online. Data analysis techniques using content analysis techniques, or content analysis, Islamic boarding school education management is management that examines the management and planning of Islamic boarding schools in implementation with the aim of empowering students and the community. Islamic boarding school education management also examines related actions or a system related to the change and development of Islamic boarding schools. Changes and developments occur due to environmental factors.
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Shodiq, Md, and Imam Sobari. "THE SPREAD OF RADICALISM IN Islamic Boarding Schools IN INDONESIA CASE STUDY OF DAM Islamic Boarding School IN CIANJUR AND IQ Islamic Boarding School IN YOGYAKARTA." Global Research Review in Business and Economics 10, no. 3 (2024): 84–91. http://dx.doi.org/10.56805/grrbe.24.10.3.36.
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Widjaja, Gunawan, Sanchita Bhattacharya, Muhammad Anas Ma`arif, and Aslan Aslan. "Anti-Radicalism Islamic Education Strategy in Islamic Boarding Schools." Jurnal Pendidikan Islam Indonesia 6, no. 2 (2022): 74–85. http://dx.doi.org/10.35316/jpii.v6i2.405.
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This article describes the anti-radicalism education management strategy at the Amanatul Ummah Islamic boarding school (Pesantren), Mojokerto. This article uses a type of qualitative research with a case study approach. The subject of this research is the Pondok Pesantren Amanatul Ummah Pacet Mojokerto. Informants from this study were teachers at Islamic boarding schools, foundation managers, and Islamic boarding school education staff. This article results in (1) The Amanatul Ummah Islamic Boarding School Education Planning is carried out once a year. As for the planning of anti-radicalism education, in particular, they selected teachers who understand NU Aswaja—strengthening the curriculum with the value of religious moderation. (2) Strengthening the curriculum in applying anti-radicalism education in Islamic boarding schools by providing an understanding of the Aswaja NU tradition. Discipline applies the NU tradition in all Islamic boarding school activities. The following recommendation is to research the aspects of moderation-based pesantren leadership patterns.
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Wicaksono, Nicolas Eka Novian, Fx Sugiyana, Hieronimus Heri Krismawanto, and Dicky Aprianto. "Wawasan Kebangsaan Santri Milenial (Studi Kasus Di Pondok Pesantren Roudhotus Sholihin, Demak)." Faidatuna 4, no. 2 (2023): 18–36. https://doi.org/10.53958/ft.v4i2.199.
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This Research Aims To Know, Describe, And Analyze The Role Of Islamic Boarding Schools In Implementing The National Insight Of Millennial Generation Santri In Traditional Islamic Boarding Schools As A Resolution Of Globalization Turbulence. The method used in this research is qualitative. Data Collection Techniques Using Observations And Interviews. The research location is the Roudhotus Sholihin Sayung Islamic Boarding School, Demak. The results of this research are that these traditional Islamic boarding school students have a national outlook which is marked by their knowledge of the position of Pancasila as the basis of the state. Santri are also able to practice the precepts of Pancasila, have knowledge of the concept and meaning of Bhinneka Tunggal Ika, respect differences, use the Indonesian language, respect the flag, maintain national integrity, and counteract radicalism and terrorism. The Role of Islamic Boarding Schools in Implementing National Insights Is By Carrying out the Rite of Independence Commemoration of the Republic of Indonesia, Equitable Distribution of Student Bedrooms, Use of the Indonesian Language, Implementation of Grave Pilgrimage, and Commemoration of Religious Holidays. The Islamic Boarding School's Efforts in Maintaining the Republic of Indonesia and Building the National Spirit Are Literacy in Communication Media, Reviving the Islamic Boarding School Rules, Organizing Bahsul Masail, and Socializing the Islamic Boarding School's Vision and Mission.
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Eva Nurazizah, Gita Astria, and Faelasup Faelasup. "Sejarah Perkembangan Pendidikan Islam di Nusantara: Studi Literatur Tentang Pondok Pesantren dan Madrasah." Jurnal Miftahul Ilmi: Jurnal Pendidikan Agama Islam 2, no. 3 (2025): 117–31. https://doi.org/10.59841/miftahulilmi.v2i3.161.
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The article discusses about history and development of two main Islamic educational institutions in Indonesia, Islamic boarding schools and madrasahs are well-known educational institutions in the Islamic tradition. Islamic boarding schools, in particular, have existed as traditional institutions since the early period of Islam's spread throughout the Indonesian archipelago, with a dormitory-based education system and teaching of yellow books. Meanwhile, madrasahs emerged as a response to the need for more systematic and structured Islamic education, especially during the period of Islamic renewal and colonialism. Through a historical-descriptive approach. This paper examines the developmental trajectories and growth dynamics of the two institutions, as well as their important roles in shaping the identity and direction of Islamic education in Indonesia. The findings indicate that, despite differences in their educational approaches and systems, Islamic boarding schools and madrasahs function complementarily in fulfilling the roles of religious and social education within the community.
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Helandri, Joni, Rifki Gazela, Muzanni Muzanni, Halik Nasri, and Anggi Harseto. "Perbedaan Pendirian Sekolah Berdasarkan Jenis Kelas Islam Perspektif Hukum Islam." Hutanasyah : Jurnal Hukum Tata Negara 2, no. 1 (2023): 17–30. http://dx.doi.org/10.37092/hutanasyah.v2i1.528.
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This study aims to analyze the differences in the establishment of schools based on the type of Islamic class from the perspective of Islamic law. This study identifies the factors that influence the establishment of schools with Islamic classes, analyzes the differences in educational approaches between schools with Islamic classes and public schools, and explores the perspective of Islamic law regarding the establishment of schools with Islamic classes. The research method used is qualitative research with inductive data analysis. The research findings indicate that factors such as societal needs, approaches to religious education, and adherence to Islamic legal requirements influence the establishment of schools with Islamic classes. The results of the analysis also show differences in educational approaches between schools with Islamic classes and public schools, with an Islamic education approach that is more integrated in schools with Islamic classes. The perspective of Islamic law underscores the importance of fulfilling the requirements of Islamic law in the establishment of schools with Islamic classes, such as ensuring proper religious teaching, the presence of qualified teachers, and the management of funds according to Islamic principles. This research provides insights for educational policy makers and related parties in understanding the differences in the establishment of schools based on the type of Islamic class from the perspective of Islamic law.
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Riyani, Ida. "Masadepan Pesantren Pasca Diundangkannya UU No. 18 Tahun 2019 dan PERPRES No. 82 Tahun 2021." TARBAWI : Jurnal Pendidikan Agama Islam 8, no. 01 (2023): 32–51. http://dx.doi.org/10.26618/jtw.v8i01.9276.
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AbstrakPesantren sebagai lembaga pendidikan Islam tertua di Indonesia yang berpartisipasi aktif dalam merealisasikan kemerdekaan dan persatuan Indonesia dan merupakan indigenous culture masyarakat Islam Indonesia serta berperan penting dalam merealisasikan kemaslahatan umat serta mencetak generasi yang bermoral berakhlak Islami. Perlakuan pemerintah Indonesia terhadap pesantren berbanding terbalik dengan mendiskriminasikan pesantren dan enggan merekognisi pesantren serta menganggap pesantren hanya sebagai lembaga pendidikan nonformal. Dengan lahirnya UU No. 18 Tahun 2019 tentang pesantren memberi cahaya bagi pesantren di Indonesia untuk mendapatkan legalitas dan rekognisi serta kesetaraan dalam melanjutkan pendidikan ke jenjang yang lebih tinggi dan kesetaraan kesempatan kerja. Penelitian ini menggunkan jenis penelitian kualitatif, sumber data berasal dari library research dan online, metode pengumpulan data menggunakan dokumentasi dan analisis datanya menggunakan analisis hermeneutics. Dengan lahirnya Undang-Undang pesantren memberi peluang bagi pesantren dalam melakukan pengembangan dan mutu pesantren disamping itu terdapat tantangan atau problem yang harus dihadapi dan diselesaikan oleh pesantren maupun pemerintah akibat adanya undang-undang tersebut.AbstractIslamic boarding school as the oldest Islamic educational institution in Indonesia that actively participates in realizing the independence and unity of Indonesia and is the indigenous culture of the Indonesian Islamic community and plays an important role in realizing the benefit of the people and producing a generation with moral Islamic character. The Indonesian government's treatment of islamic boarding schools is inversely proportional to discriminating against islamic boarding schools and is reluctant to reconsider islamic boarding schools and considers Islamic boarding school only as non-formal educational institutions. So to get recognition, several Islamic boarding schools collaborate with foreign educational institutions, especially in the Middle East. With the birth of Law No. 18 of 2019 concerning Islamic boarding schools, it gives light to islamic boarding schools in Indonesia to obtain legality and recognition as well as equality in continuing education to a higher level and equal employment opportunities. The Islamic boarding school law provides opportunities for Islamic boarding school in developing and quality Islamic boarding school besides that there are challenges or problems that must be faced and resolved by Islamic boarding school and the government due to the law.
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Febriandika, Nur Rizqi, and Chori Miftahul Kosidatul Natus. "ISLAMIC CHARACTER DEVELOPMENT THROUGH BOARDING-BASED PUBLIC SCHOOLS: INTERNALIZATION ISLAMIC METHODS." TA'DIBUNA: Jurnal Pendidikan Agama Islam 4, no. 1 (2021): 12. http://dx.doi.org/10.30659/jpai.4.1.12-28.
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This study aims to explain and identify the methods used in internalizing Islamic characters in boarding-based public schools. Public schools that implement a boarding system have a unique and special character. It is different from Islamic education which has been firmly embedded in schools that have been based on pesantren since the beginning. This research is descriptive qualitative, with data collection methods through observation, interviews, and documentation. The results of this study show that internalization of Islamic characters through subjects in the dormitory, such as the study of classical Islamic books (Fiqhu Sunnah, Aqidatul Awwan, Bidayatul Mujtahid, etc) and self-development activities in the form of extracurricular and organizational activities. The used methods are the wisdom method, exemplary method, habitual method, mauidzah method, and the reward and punishment method. Unlike pesantren culture which is closely tied to the figure of the kyai, the dormitory-based State Islamic schools tend to be weak in terms of the initiative and charisma of the kyai who the leaders are. Individually, kyai figures in boarding-based public boarding schools do not have as strong a role as those in pesantren. However, the ustad and coach figures play a collective and joint role in building students' Islamic character.Keywords: Islamic Character, Madrasah Aliyah, Boarding System, Public Schools
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Muhammad Aga Yudha, Nabil Yasar Rudi, and Rakha Abinaya. "The Ebb and Flow of the Relationship Between Islamic Boarding Schools and Rulers: A Comparative Study of Turkish Madrasahs and Traditional (Salaf) Islamic Boarding Schools in Indonesia." AL-IKHSAN: Interdisciplinary Journal of Islamic Studies 3, no. 1 (2025): 14–31. https://doi.org/10.61166/ikhsan.v3i1.99.
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Traditional Islamic religious educational institutions, such as Islamic boarding schools, are one of the oldest educational institutions that have inspired the birth of various modern secular educational institutions in Muslim countries. However, over time, traditional Islamic boarding schools have been faced with a difficult choice, namely whether they should adapt to modernity or maintain their existence independently and separately from the outside world. This situation does not have a major impact on most Islamic boarding schools, because Islamic boarding schools are based in rural communities. On the other hand, the exclusive attitude of Islamic boarding schools also results in minimal political support to protect the interests of Islamic boarding schools so that they continue to exist. The relationship between Islamic boarding schools and political authorities often experiences ups and downs that sometimes harm Islamic boarding schools, even causing the closure of Islamic boarding schools. This article discusses the comparison of traditional Islamic boarding school education in Turkey and Indonesia and the ups and downs of the relationship between Islamic boarding schools and the ruling authorities in Turkey in the early days of the Republic and Salaf Islamic boarding schools in Indonesia during the New Order. There are several academic reasons underlying the importance of this theme. First, Islamic boarding schools in Turkey and Indonesia face similar challenges, namely a situation where political authorities do not recognize Islamic boarding schools as official educational institutions protected by the state. Second, both are managed independently and independently. Third, Islamic boarding schools in both countries are based on national nationalism and have the same scientific genealogical roots. This study uses a literature study method by relying on books, articles, and relevant books as references.
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Aziz, Fathul Aminudin. "Commitment of Educators in Islamic Boarding Schools (Study at Islamic Boarding Schools in Cilacap Regency)." Ijtimā'iyya: Journal of Muslim Society Research 4, no. 1 (2019): 46–58. http://dx.doi.org/10.24090/ijtimaiyya.v4i1.1964.
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Islamic boarding school institution is one of the oldest institutions in Indonesia, but its development is slower when it’s compared to other institutions. Researcher felt the need to analyze about the influence of organizational development, leadership and communication toward employee motivation, commitment and the implications for boarding school teachers in Cilacap. To test the model and hypotheses, researcher used analysis of Structural Equation Model (SEM). Furthermore, to estimate the model, the author used the program Analysis of Moment Structures (AMOS). Based on the research of 371 respondents from Islamic boarding school teachers in Cilacap regency, it could be concluded that (1) organizational development, leadership and organizational communication give positive and significant impact on work motivation, either partially or simultaneously, (2) organizational development, leadership, organizational communication and work motivation give positive and significant impact on the commitment of Islamic boarding school teachers, either partially or simultaneously. Results of this study recommend that the commitment of Islamic boarding school teachers can be improved by motivating teachers in internal dimensions, especially those associated with the indicator in the form of an appreciation of science / diploma.
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Palupi Soenjoto, Wening Purbatin, and Dwi Runjani Juwita. "Analysis of The Application of Multicultural Education in Islamic Schools Based on Islamic Boarding Schools." Al-Idaroh: Jurnal Studi Manajemen Pendidikan Islam 4, no. 2 (2020): 154–67. http://dx.doi.org/10.54437/alidaroh.v4i2.170.
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Multicultural education is a bridge in achieving the common life of humankind from various cultures in a global era full of new challenges. Intercultural meetings can have the potential to benefit but at the same time cause misunderstanding. Educational equality, and dedication become the foundation of multicultural education in the educational experience so that all students can realize all their full potential and make them aware of people who are aware and active locally, nationally and globally. The culture of Islamic boarding school is an activity that is applied by the kyai and is adhered to by the students as well as being a characteristic tailored to the policy of the Islamic boarding school. based on a library search for analyzing the application of multicultural education in Islamic boarding schools based on interviews with clerics, teachers and students to get valid data. The method used in this study is a qualitative method with descriptive analysis. The research subjects were 150 students, aged 15-19 years who provided research data through interviews, surveys and documentation with triangulation data processing to obtain valid research results.
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Prasetiawan, Ahmad Yusuf, and Safitri Lis. "Kepemimpinan Perempuan dalam Pesantren." Yinyang: Jurnal Studi Islam Gender dan Anak 14, no. 1 (2019): 39–69. http://dx.doi.org/10.24090/yinyang.v14i1.2874.
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This paper was made with the aim to find out how women's leadership in Islamic boarding schools organizations, and acceptance of them. In general, the founding of a boarding school has never been found where the caregivers are primarily women, even though they have more scientific capacity. Some Islamic boarding schools are cared for by women as limited successors. Islamic boarding schools are Islamic education institutions, the social construction of women in Islamic boarding schools is inseparable from the Islamic view of women. Not a few Islamic boarding schools whose daughter's activities are more advanced. Not a few managers of Islamic boarding schools where female carers' abilities are better. This paper is a descriptive analytical study of the phenomenon of women's leadership in Islamic boarding schools, with qualitative field studies. The results showed that women's leadership in Islamic boarding schools had the same chance of success, there were no substantive obstacles, because technically it could be covered by the Board of Directors, but female leaders in Islamic boarding schools were perceived as temporary and merely successors. The characteristics of women's leadership have a lot of relevance to the style of pesantren traditionalism, which is authoritative charismatic. The benefits of female leadership in Islamic boarding schools are to counter the Islamic stereotypical ideas about women.
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Kholis, Nur, Fatah Syukur, and Ade Ishs. "Quality Management of Teacher Empowerment in Pekalongan Primary Islamic Schools." Edukasia Islamika 7, no. 2 (2022): 251–70. http://dx.doi.org/10.28918/jei.v7i2.6275.
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A school's quality is heavily determined by the competence of its teachers. In terms of Islamic schools where building Islamic character in students serves as the main objective, the teachers play an even more significant role. This article discusses concepts related to empowering Islamic primary schools in Pekalongan. Promoting quality services to the community, the schools develop a strategy to empower their teachers. The research uses multiple case studies whereby a variable-oriented approach is employed to develop several propositions upon which a cross-case analysis is constructed. This research article discusses theories related to human resource management, builds interconnection between the theories and the concept of teacher empowerment, and finally analyzes some profound findings upon which the schools are considered successful in empowering their teachers. It underscores the role of -amongst which- a teacher's forum in improving schools' teaching and learning quality
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Andriansayah, A. Lasawali, Abidin Abidin, Idhan Mohamad, Salim Al-Amri Jihan, and Haerunnisa Wulan. "Islamic Moderate Values in Teaching Classic Islamic Books at Modern Islamic Boarding Schools in Indonesia." International Journal of Current Science Research and Review 06, no. 08 (2023): 5670–78. https://doi.org/10.5281/zenodo.8245535.
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Abstract : This study discusses Islamic moderation in learning classic Islamic books at modern Islamic boarding schools in Indonesia. This study aimed to examine the application of Islamic moderation in learning classics and the supporting factors for the successful application of religious moderation in learning classics at the Islamic Boarding School of Modern al-IstiqamahNgatabaru Indonesia. This study used qualitative methods, and data collection techniques were carried out through direct observation, in-depth interviews, and written document analysis. The results of this study indicate that there are three indicators in the application of Islamic moderation in learning the ‘yellow book,’ namely the application of moderation in the learning process, the application of moderation in the form of understanding, and the application of moderation in the form of practice in worship. The supporting factors for Islamic moderation in learning the ‘yellow book’ are, Islamic boarding schools are not tied to one school of thought, ustad provides the broadest possible understanding to students, ustad does not indoctrinate students to follow one school of thought, ustad is not allowed to justify one school and blames on the other hand, students are free to choose the schools they believe in strongly. While the inhibiting factors are the limited practice of santri worship, senior santri are not allowed to influence junior santri, and learning the ‘yellow book’ is still limited. The implications of Islamic moderation in understanding the ‘yellow book’ at the Modern al-IstiqamahNgatabaru Islamic Boarding School are elastic and flexible, tolerant, not categorized, and not confused in making choices. Many alums are in different Islamic mass organizations, and alums join student organizations that are diverse, and active in religious activities in the community.
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Farahdiba, Ririn, Muhajirin Ramzi, and Lalu Marzoan. "Principal management in instilling Islamic character in Islamic Kindergarten." Panicgogy International Journal 3, no. 1 (2025): 18–24. https://doi.org/10.59965/pij.v3i1.133.
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This study is to describe the role of the principal management in instilling islamic character in TK islamic integration of the Muslim Madani. This type of study is a qualitative study with a case study approach, the data-gathering techniqused in this study is observation, interview, and documentation. The information gathered came from the headmaster and the class teacher and the companion teacher. The data analysis techniq used in the research are several stages of data condense. 2) display, and 3) verification.The study result that the headmaster's management of the imprinting of islamic character had been designed and that implementation of implementation to instill the character of islami so that schools could achieve their purposes, to evaluate more effectively so that schools could know what to lack and what to improve.
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Faturahman, Faturahman, Atar Satria Fikri, and Ferry Saputra Tanjung. "Peningkatan Daya Saing Pesantren; Kontribusi Good Corporate Governance dan Informasi Akuntansi Melalui Kinerja Organisasi Pesantren di Kota Jambi." AKTSAR: Jurnal Akuntansi Syariah 7, no. 1 (2024): 59. http://dx.doi.org/10.21043/aktsar.v7i1.24991.
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<p><em>Testing the contribution of good corporate governance and accounting information to the competitiveness of Islamic boarding schools through the organizational performance of Islamic boarding schools in Jambi City is the focus of the objective. The associative descriptive type was used in this research. The population and sample are modern Islamic boarding schools in Jambi City using non-probability sampling techniques, namely Islamic boarding schools that have been operating for more than 5 years. Meanwhile, respondents were selected using a purposive technique which included Islamic boarding school administrators, Islamic boarding school students, Islamic boarding school parents, and the general public. The samples obtained were 9 Islamic boarding schools from the 12 currently existing Islamic boarding schools. Linear regression was used to evaluate the data. Based on research findings, good corporate governance and financial information both contribute significantly to the competitiveness of Islamic boarding schools. Meanwhile, good corporate governance really helps the competitiveness of Islamic boarding schools, but accounting information does not. good corporate governance and financial information make a significant contribution to the competitiveness of Islamic boarding schools through organizational performance.</em></p>
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Mardiah Astuti, Herlina Herlina, Ibrahim Ibrahim, Aldi Junandar, M. Bagus Prasetyo, and Dini Marega. "Mengoptimalkan Peran Pondok Pesantren Dalam Pendidikan Islam." Jurnal Kajian dan Penelitian Umum 1, no. 3 (2023): 157–68. http://dx.doi.org/10.47861/jkpu-nalanda.v1i3.237.
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An article entitled optimizing the role of Islamic boarding schools in Islamic education. This article describes the role of Islamic boarding schools as learning centers that are rich in Islamic religious values, traditions and culture. Islamic boarding schools do not only focus on academic aspects, but also on the formation of students' character and morals. By combining theoretical teaching with the practice of daily life, Islamic boarding schools create an environment that supports the holistic development of students. In order to optimize the role of Islamic boarding schools in Islamic education, continuous efforts are needed. By strengthening the curriculum, increasing collaboration, leveraging technology, and involving the community, Islamic boarding schools can continue to be relevant educational institutions.
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Sakdiah, Halimatun. "PERAN PONDOK PESANTREN DALAM PENGEMBANGAN PENDIDIKAN AGAMA ISLAM DI NDONESIA." Jurnal Generasi Tarbiyah: Jurnal Pendidikan Islam 3, no. 2 (2024): 188–93. https://doi.org/10.59342/jgt.v3i2.545.
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This article aims to examine the role and contribution of Islamic boarding schools from their inception in Indonesia. Basically, Islamic boarding schools are Islamic educational institutions that have a different style from general educational institutions. Islamic boarding schools try to educate their students with various existing knowledge, both general knowledge and Islamic religious knowledge. Apart from that, Islamic boarding schools educate their students to have good manners and try to have a good impact on the presence of Islamic boarding schools in the scope of community life. And it is proven that Islamic boarding schools have a role and contribution in the history of the Indonesian nation and influence on Islamic religious education in Indonesia.
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Et al., Muhamad Dini Handoko. "Developing Islamic Suggestopedia-Based Classroom Management At Islamic Boarding Schools In Lampung Province." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 6 (2021): 1948–55. http://dx.doi.org/10.17762/turcomat.v12i6.4798.
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This research was conducted at a boarding school in Lampung. The research object consisted of three Islamic boarding schools: Al-Ismailiyun Islamic Boarding School, South Lampung, Darul 'Ulya Kota Metro Islamic Boarding School, and Riyadlatul ‘Ulum Islamic Boarding School, East Lampung. In general, this research aimed to analyze, validate, and test the effectiveness of class management in Islamic boarding schools in Lampung province. The approach applied in this research was development research using the ADDIE model. This research was a classroom management development research based on Islamic suggestopedia. The results revealed several important findings regarding classroom management in Islamic boarding schools in Lampung province. First is the condition of Class Management which has been applied in Islamic boarding schools. The second is the finding of a form of Islamic Suggestopedia-based Class Management which can increase the learning effectiveness at Islamic boarding schools in Lampung Province. The third is the result of implementing Islamic Suggestopedia-based Class Management which can increase the learning effectiveness at Islamic boarding schools in Lampung Province.
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Mulyo, Rooby Pangestu. "Peran Serta Kontribusi Pondok Pesantren Dalam Catatan Sejarah Bangsa Indonesia." Jurnal Penelitian Agama 23, no. 1 (2022): 159–74. http://dx.doi.org/10.24090/jpa.v23i1.2022.pp159-174.
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This article seeks to explore the role and contribution of Islamic boarding schools from the beginning of their emergence in Indonesia. Basically, islamic boarding schools are Islamic educational institutions that have a different pattern from general educational institutions. Islamic boarding schools try to educate their students with various existing knowledge, both general science and Islamic religion. In addition, islamic boarding schools educate their students to have good adab and try to have a good impact on the presence of islamic boarding schools in the scope of community life. And it is proven that islamic boarding schools have a role and contribute to the history of the Indonesian nation.
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Muntaha, Abdullah, and Andi Asyhari. "Kepemimpinan Kiai dalam Manajemen Sekolah Berbasis Pesantren." At Tadbir: Islamic Education Management Journal 3, no. 1 (2025): 17–26. https://doi.org/10.54437/attadbir.v3i1.1880.
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This study aims to reveal the role of kiai as a central figure in leadership and management of education in Islamic boarding schools, as well as its impact on the integration of Islamic values ??in the education system at SMAS Al-Hikmah 2 Sirampog Brebes. This study uses a qualitative approach with a case study method, where data is obtained through interviews, observations, and documentation to explore the dynamics of leadership and management of Islamic boarding schools. The results of the study indicate that kiai play a dominant role in strategic decision-making and the development of the school's vision and mission. Although the principal is responsible for administration, long-term policies still depend on the direction of the kiai. The kiai also succeeded in integrating Islamic values ??into school activities, such as congregational prayer and religious studies, which support the formation of student character. However, there is tension between the flexible tradition of Islamic boarding schools and more structured and modern managerial demands. This study provides theoretical contributions to the development of charismatic and spiritual leadership models in Islamic boarding schools, as well as practical contributions for education managers in developing a managerial system that accommodates spiritual values ??and Islamic boarding school traditions, but still prioritizes efficiency and professionalism.
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Woerner-Powell, Tom, and Andrew Fiala. "Introduction: Falling Between Two Schools." Journal of Pacifism and Nonviolence 2, no. 2 (2024): 153–68. http://dx.doi.org/10.1163/27727882-bja00031.
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Abstract This introductory article situates research into Islamic notions of pacifism and nonviolence by considering interpretive challenges that include the history of Eurocentrism and the challenge of interdisciplinarity. It argues that both academic Philosophers and Religious Studies specialists confront a range of disciplinary challenges in interpreting and explaining Islamic nonviolence and pacifism. Moreover, the paper argues that the neglect of Islamic nonviolence in the modern Western academy is also the result of residual Eurocentrism, reflected in the fact that Christian nonviolence is better known and more widely studied in the Anglo-American world than Islamic nonviolence. This introductory article proposes that paying attention to disciplinary silos and Eurocentric biases can help explain the neglect of Islamic pacifism. This neglect is a contingent result of historical, cultural, and disciplinary factors; and there is no valid reason to exclude Islamic nonviolence from academic study.
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Khambali, Khambali, Hasan Basri, and Andewi Suhartini. "POTENTIAL AND DEVELOPMENT EFFORTS OF ISLAMIC BOARDING SCHOOLS AT DAARUT TAUHIID ISLAMIC BOARDING SCHOOLS IN BANDUNG." Ta dib Jurnal Pendidikan Islam 12, no. 1 (2023): 223–32. http://dx.doi.org/10.29313/tjpi.v12i1.11000.
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The purpose of writing this scientific paper is to reveal the potential and development efforts at Daarut Tauhiid Islamic Boarding School Bandung. The method used in writing this scientific work is descriptive with a qualitative approach. The results found show that the Daarut Tauhiid Islamic Boarding School is a pesantren that has potential and development efforts that are in line with its vision, mission, goals and programs. From a historical point of view, pesantren are not only synonymous with Islamic meaning, but also contain the meaning of Indonesian authenticity. In the process, pesantren functions as: Center for Islamic studies; da'wah development center; Center for religious and moral services; and the Center for the Development of Islamic Solidarity and Brotherhood Total Quality Management (TQM) implemented by Islamic boarding schools is a step forward in achieving the quality of Islamic boarding school education in accordance with customer satisfaction which ultimately boils down to the suitability between Islamic boarding school output and the times.
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Nur Alimin, Moch, and Siti Nailatur Roihana. "Comparative Study Of Islamic Education In Formal Schools Based On Boarding Schools And Islamic Boarding Schools (Study In Man 1 Malang City And Ma An Nur Bululawang-Malang)." EDUCAN : JURNAL PENDIDIKAN ISLAM 8, no. 2 (2024): 250–59. https://doi.org/10.21111/educan.v8i2.12500.
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The world of education today confronts challenges associated with individuals of noble character. There are problems along with the development of the times, including juvenile delinquency, promiscuity, brawls between students, and moral degradation. Related to this phenomenon, nowadays there are rampant formal institutions (formal schools), which also have boarding schools and Islamic boarding schools. The institution was established in an effort to improve Islamic education, which also contains morals. The focus of this research problem has been directed to the study of (1) Islamic education in boarding school-based formal schools (MAN 1 Malang City), (2) Islamic education in islamic boarding school-based formal schools (MA An Nur Bululawang-Malang), and (3) characteristics of Islamic education in boarding school-based formal schools (MAN 1 Malang City) and islamic boarding schools (MA An Nur Bululawang-Malang). The method used in this study is a qualitative approach (comparative study). The data analysis used involves analyzing all existing data, reducing data, compiling data into units, and categorizing data. The last stage carried out is to check the validity of the data. Based on the results of the study, it can be concluded. (1) Islamic education in boarding school-based formal schools (MAN 1 Malang City) has a level of effectiveness of Islamic education both in terms of quality and quantity. (2) Islamic education in formal boarding school-based schools (MA An Nur Bululawang-Malang) has become a tradition/culture, formal schools adopt Islamic education values sourced from Islamic boarding schools, (3) The characteristics of Islamic education in boarding school-based formal schools occur The balance between religious and general knowledge, the margin between the two, is not too large. Meanwhile, Islamic education in formal boarding school-based schools adopts boarding values in every activity at school