Turnitin: Critical Education Paradigm in the Perspective of Islamic Education

This article is an assessment of critical education concepts reviewed in a paradigmatic frame and seen from the perspective of Islamic education. As education aims to work on the reality of human consciousness, free will, critical reasoning, and creativity, critical education should methodologically rest on the principles of total reflection and action. In other words, these are the principles used to transform static facts into dynamic conditions for both individual actors of education (educators and learners) and the society as a whole. As for the concept of Islamic education, it essentially emphasizes humanization and liberation as an educational orientation and places learners and educators as a subject in the learning process. Islamic education combines vertical (spirituality) and horizontal (social) aspects in a single educational orientation. This is in contrast to the paradigm of critical education which places its emphasis more on materialistic matters and less on spiritual aspects

Critical Education Paradigm in the Perspective of Islamic Education

This article is an assessment of critical education concepts reviewed in a paradigmatic frame and seen from the perspective of Islamic education. As education aims to work on the reality of human consciousness, free will, critical reasoning, and creativity, critical education should methodologically rest on the principles of total reflection and action. In other words, these are the principles used to transform static facts into dynamic conditions for both individual actors of education (educators and learners) and the society as a whole. As for the concept of Islamic education, it essentially emphasizes humanization and liberation as an educational orientation and places learners and educators as a subject in the learning process. Islamic education combines vertical (spirituality) and horizontal (social) aspects in a single educational orientation. This is in contrast to the paradigm of critical education which places its emphasis more on materialistic matters and less on spiritual aspects

Turnitin: The Role of KKNI Curriculum in Supporting the Development of Education at the LPTK UIN Sunan Kalijaga Yogyakarta

The Indonesian National Qualification Framework (KKNI) is a national educational curriculum dedicated to improving the quality and the competitiveness of human resources in Indonesia through a good education system, a good national job training system, and the consistency of learning outcomes. The KKNI-based curriculum is a curriculum that is used to measure the effectiveness of a study program based on learning outcomes and to create qualified and certified graduates. This study aims to zoom in on the prospects and the readiness of the LPTK at State Islamic Universities (PTKIN) in Indonesia to implement the KKNI-based curriculum. This research is qualitative using social phenomenological and humanism approaches. The data collection technique used is triangulation. The data is analyzed using Milles and Huberman’s techniques. The research took place at Sunan Kalijaga State Islamic University Yogyakarta. The results show that the educational system implemented at the LPTK of these PTKIN is working well, dynamic, and active. Each institution has its distinct characteristics which result in differing management patterns. It was also due to the difference in the institution's legal standings or in the kind of Higher Education Statutes adopted. Having analyzed it can be concluded that LPTK UIN Sunan Kalijaga is ready to integrate KKNI into their educational agenda