Vol. 6 No. 1 (2023): Darajat : Jurnal PAI

This study was conducted to describe the relevance of thinking about education as outlined by Ibn Khaldun with contemporary educational theory. This study uses a literature study approach in exploring the relevance of thinking about education as outlined by Ibn Khaldun. In general, the goals of education put forward by Ibn Khaldun contain the principle of balance (tawazun) which means that the goals of education are not only oriented towards happiness in the world but happiness in the hereafter, and education as a result of experience must show changes, especially from human behavior. itself. And changes in students are not only from knowledge, but as a whole both changes in behavior (morals), habits, skills, knowledge, and skills. So that students are able to interact socially well anywhere and with anyone. This is equivalent to the theory of humanistic learning. It is the same with contemporary education that the purpose of education is to achieve the success and happiness of humans in the hereafter, whether it is related vertically to Allah SWT (hablun minallahi), horizontally with humans (hablun minannasi), with nature (hablum minal alam), as well as with oneself. himself (hablun minannafsi). In this case also Abdurrahman Mas'ud has offered the concept of religious humanism, which if realized in the world of Islamic education will be centered on common sense. And the achievements in education must reach three aspects including cognitive, affective, and psychomotor aspects

The concept of Rahmatan lil'alamin has strong relevance to religious tolerance, and how an understanding of inclusivity can play a central role in building a society that respects and accepts differences in religious beliefs. This research or study explains that there is a relevance or relationship of rahmatanLil'Alamin against religious tolerance. The goal is to make it understandable for some people to apply concept of Islamic teachings Rahmatan Lil'Alamin in their lives so that peace, happiness, serenity and harmony can be realized. The research method used is the library method, namely reading various books, collecting and recording book literature with data sources found in the library. The results of the discussion in this journal are that in the context of religious tolerance, the conceptt of rahmatan lil alamin can to interpreted as an inclusive attitude that encourages Muslims to respect, accept and establish harmonious relationships with people of other religions, teaches Muslims about the importance of love, compassion, and kindness to all human beings and the environment.

Law Number 18 of 2019 provides the legal basis for integrating madrasahs with Islamic boarding schools (pesantren), aiming to ensure that formal madrasahs within pesantren meet national education standards. One of the challenges faced by formal madrasahs in pesantren is meeting the standards of formal education, including facilities, teacher qualifications, and appropriate curriculum. This research aims to broaden understanding and contribute to the development of formal madrasahs within pesantren. In this study, the researcher employed a secondary data analysis method following the procedures formulated by Heaton from Andrews. The research findings indicate that the development of formal madrasahs within pesantren demonstrates that pesantren are not solely focused on religious education but also provide opportunities for students to receive quality formal education. Several efforts can be made to address the challenges of formal madrasahs within pesantren, including enhancing the quality of education, teacher training to improve qualifications, collaboration with higher education institutions, improving facilities and infrastructure, developing integrated curricula, providing guidance and mentoring, establishing collaborative networks, and strengthening funding. As an alternative solution, it is recommended to transform the top-down and discriminatory approach to madrasah development into a participatory approach in order to achieve effectiveness. The development of formal madrasahs within pesantren towards effective madrasahs can refer to well-established madrasah development programs that have proven their credibility as models.

This article focuses on critique of ideology studies which reposition of Islamic education as subject in the hegemony of global capitalism. The urgency of critique of ideologgy just not related to neoliberalist and capitalist education system which is oriented to industrial economy but also implication of humanity in industrialization process since first untill contemporary periods. The critique of ideology in Islamic education oriented to syncronize ideology of aducation, especially Islamic education with pancasila and Islamic humanistic values. This efforts is manifestable through discursive practice of all Islamic education elements. This discursive practice based on pure reason and consciousness which is liberated from instrumental and pragmatical interest. This discursice practice reflects a portrait of democracy that is parallel with pancasila and Islamic values.

The excellence of investigation management is one of the most important reasons for staying afloat in this time. The concept of excellence in education management according to Rhusdi Ahmad Tuaimah is centered on a goal, principle and also a strategy that aims to improve the administration of education and the educational process both at the national and international levels. This study aims to compare the perspectives of Rusdhi Ahmad Tuaimah with the figures. The research method used is a qualitative approach with a type of library study (library research), the data source used is secondary data and the data analysis technique is content analysis. Thus the excellence of educational management both in administration and the learning process so as to achieve the objectives of the process and strategies contained in educational institutions.

In learning the Al Qur'an Hadith subject which was carried out at MTs. Tarbiyatul Wathon has obstacles, namely the presence of several students, especially new students who are not fluent in reading the Qur'an and become obstacles for teachers of the Al-Qur'an Hadith subject to carry out teaching assignments, from these obstacles in the end extracurricular activities are made in the form of intensive activities read the Qur'an by applying the Qira'ati method, the purpose of this study is to overcome these obstacles by using a qualitative approach. This research is categorized as field research, namely research conducted directly in the field to obtain the necessary qualitative data in the form of observations, interviews, and documentation. With the implementation of the Qira'ati Method to increase Al Qur'an reading through extracurricular activities at MTs. Tarbiyatul Wathon Campurejo Panceng Gresik has a positive impact on learning Al Qur'an Wa Al Hadith Subject which can be concluded as follows: Teachers experience ease in teaching especially Subject Teachers of Al Qur'an Wa Al Hadith, and generally Subject Teachers of Islamic Religious Education , Students easily understand the subject matter provided by the teacher because they can already read the Qur'an and Hadith properly as a basis that must be mastered by all students, and it is easier for institutions to make reports of learning completeness in the curriculum to be reported to supervisors and agencies that oversee them which can be seen in the student report book.

This paper examines the problem of multicultural Islamic education in public schools by
prioritizing religious, cultural and social values in schools, students can have an
understanding of religion, diversity and differences in life. The importance of multicultural
Islamic education is taught in public schools, especially in the era of globalization marked by
advances in science and technology that have had a positive impact on life. However, on the
other hand, this progress has had a negative impact on the lives of students. The occurrence of
exclusive attitudes and a lack of understanding of differences, diversity, tolerance and
moderation of religions, including understanding religious values in the lives of students,
causes multicultural values in schools to fade and disappear. The methodology used is observation, interviews and documentation and is supported by various relevant references so
that it has scientific value in research. This paper attempts to provide an offer or solution
"how is multicultural Islamic education taught in schools so as to form an inclusive (open),
tolerant pattern of religious understanding for students. Multicultural Islamic education is
taught in public schools emphasizing recognition and respect for differences that are
inevitable for people of any religion and improving from a strong emphasis on the cognitive
domain to the affective and psychomotor domains as well as improving the quality of teachers
both from the standpoint of their understanding of their own religion and other religions, so
that they themselves have the right perspective of multiculturalism. Therefore. Multicultural
Islamic education is taught in public schools, especially at SMA Negeri 2 Mataram. 

The lack of understanding of madrasah students about the concept of religious moderation and the lack of encounters between religions in society is the main basis for this research literature study. Religious moderation is a discourse as well as a practice needed in a multicultural society such as in North Sulawesi. This means that where there is diversity, that is where the value of moderation must be present and become the lifeblood of the link between members of the community. The results of the study indicate that there are solutions that can be implemented in strengthening religious moderation, including creating or using existing mottos in society as a basis for instilling religious moderation values, such as the mottos of torang samua basudara and torang samua created by God in North Sulawesi. Building houses of worship side by side, of course, can open meeting spaces and increase the intensity of encounters between religions as the main capital in strengthening religious moderation. In madrasas, madrasas can make madrasah moderation days and hold interfaith student exchanges so that religious moderation is familiar among madrasah students who are part of the millennial generation. Then, you can also make a religious moderation accompanying diploma as a sign of the maturity of student religious moderation which is oriented towards attitudes and moderation schools as an alternative to strengthening community religious moderation, especially the millennial generation.