IMPLEMENTASI PENDIDIKAN KARAKTER BERBASIS PESANTREN DI MADRASAH

AbstrakDinamika perkembangan pendidikan di Indonesia selalu diwarnai denganberbagai problematika laten yang sampai sekarang terus menjadi pekerjaan rumahbersama. Problematika tersebut terkait dengan sistem pendidikan, kurikulum, kualitaslulusan, profesinoalitas, kesejahteraan dan integritas pendidik, infrastruktur, biaya, sertaakuntabilitas lembaga dan pengelola pendidikan. Selain permasalahan tersebut,pendidikan kita juga dihadapkan dengan permasalahan dekadensi moral generasi muda.Satu di antara penyebab masalah ini adalah masih kurang optimalnya lembagapendidikan dalam menjalankan perannya. Lembaga pendidikan di Indonesia dinilaiterlalu memberikan porsi yang sangat besar untuk transmisi pengetahuan, namun kurangbahkan melupakan pengembangan sikap, nilai dan perilaku dalam pembelajaran.Demikian juga dalam proses evaluasi, dimensi kognitif menjadi tolok ukur utama untukmenentukan tingkat prestasi peserta didik. Akibatnya, lembaga pendidikan mampumenghasilkan lulusan yang mempunyai pengetahuan luas namun kurang mempedulikanlingkungan sosial di sekitarnya. Ironisnya praktek pendidikan ini juga berlangsung dimadrasah yang notabene merupakan lembaga pendidikan Islam. Madrasah seharusnyamencontoh upaya-upaya yang dilakukan pesantren dalam hal menanamkan karakter,yakni melalu pendekatan keteladanan, pembiasaan, pendisiplinan, proses pembelajarandan pengintegrasian dalam materi pelajaran

Memperkuat Eksistensi Pendidikan Islam Di Era 4.0

This paper seeks to promote the need for massive reform in the body of Islamic education. This reform is necessary for Islamic education to respond to the challenges and demands of the changing age. In addition, this paper also seeks to offer a solute offer to Islamic education in the face of the Industrial Revolution Era 4.0. As we all know, the era of 4.0 has a broad impact in all areas of life, not least in the field of education. The era that gave birth to this phenomenon disruption requires the Islamic education world to participate in adjusting. Islamic education graduates are now faced with new challenges, demands, and needs that have never existed before. So it is necessary to update and innovate the system, governance, curriculum, competence of human resources, facilities and infrastructure, culture, work ethic, and others. Otherwise, Islamic education will be increasingly lagging and obsolete. Therefore, it is necessary to find definite steps for Islamic education in order to remain competitive in this disruption era. Solutive step is to participate disruption themselves

The internalization of wasathiyah values in inclusion madrasah: a case study of integrated Madrasah Ibtida’iyah of Ar-Roihan Malang

The research aim is to comprehensively reveal the construction of Islamic wasathiyah values developed by Integrated Madrasah Ibtidaiyah (IMI) of Ar-Roihan and how these values are internalized into their members. This research used a qualitative approach with a case study design. The methods used to collect data are interviews, observation, and documentation. Data were analyzed using Miles and Huberman's interactive analysis model, which included four stages, namely data collection, data reduction, data presentation, and conclusions drawing. In order to obtain valid data, researchers used source triangulation techniques, triangulation methods, and extension observations. The results showed that the values of wasathiyah at IMI of Ar-Roihan were built based on the contents of the letter ‘Abasa verses 1-10 and the theory of multiple intelligences. This result is by the IMI Ar-Roihan condition, which has a high plurality, which includes the characteristics and needs, intelligence, religious background of students. Based on these two main foundations and plurality, IMI of Ar-Roihan developed eight main wasathiyah values, namely equality, justice, progress, brotherhood, openness, balance, moderate, and tolerance. The eight values are internalized through three curriculum components, namely intracuricular activities, extracurricular activities, and hidden curriculum

Strategi Implementasi Pembelajaran Inklusif Gender di Madrasah Ibtida’iyah

A variety of study results still showed that the gender equality Islamic education (including in this case the madrasa ibtida'iyah) in Indonesia has not been fully realised.Even though it has gained legitimacy and legal umbrella, but in practice on the ground level, have not been fully realized.One of the indications is still the existence of discrimination against students of men and women in the teaching and learning activities.The existence of discrimination and gender inequalities is the influence of the construction of local culture and social system as well as the interpretation of religious texts against which still gender bias.But Islamic education is a process of formation of a human being in total, and without discriminating between men and women.Madrasah Ibtida'iyah as basic education institution which represents Islam, claimed to be able to organize the education fairness and not discriminatory.One effort that can be reached is by applying a gender inclusive learning.Starting from the planning, implementation, to evaluation of learning should pay attention to the principles of gender equality.Gender sensitivity so that it can be truly measured in implanted inside the learners

IMPLEMENTASI PENDIDIKAN KARAKTER BERBASIS PESANTREN DI MADRASAH

AbstrakDinamika perkembangan pendidikan di Indonesia selalu diwarnai denganberbagai problematika laten yang sampai sekarang terus menjadi pekerjaan rumahbersama. Problematika tersebut terkait dengan sistem pendidikan, kurikulum, kualitaslulusan, profesinoalitas, kesejahteraan dan integritas pendidik, infrastruktur, biaya, sertaakuntabilitas lembaga dan pengelola pendidikan. Selain permasalahan tersebut,pendidikan kita juga dihadapkan dengan permasalahan dekadensi moral generasi muda.Satu di antara penyebab masalah ini adalah masih kurang optimalnya lembagapendidikan dalam menjalankan perannya. Lembaga pendidikan di Indonesia dinilaiterlalu memberikan porsi yang sangat besar untuk transmisi pengetahuan, namun kurangbahkan melupakan pengembangan sikap, nilai dan perilaku dalam pembelajaran.Demikian juga dalam proses evaluasi, dimensi kognitif menjadi tolok ukur utama untukmenentukan tingkat prestasi peserta didik. Akibatnya, lembaga pendidikan mampumenghasilkan lulusan yang mempunyai pengetahuan luas namun kurang mempedulikanlingkungan sosial di sekitarnya. Ironisnya praktek pendidikan ini juga berlangsung dimadrasah yang notabene merupakan lembaga pendidikan Islam. Madrasah seharusnyamencontoh upaya-upaya yang dilakukan pesantren dalam hal menanamkan karakter,yakni melalu pendekatan keteladanan, pembiasaan, pendisiplinan, proses pembelajarandan pengintegrasian dalam materi pelajaran