JOIES: Journal of Islamic Education Studies http://joies.uinsby.ac.id/index.php/joies <p>JOIES: Journal of Islamic Education Studies is a high quality open access peer reviewed research journal that is published by Isalmic Education of Doctorate Program, Postgraduate State Islamic Universty Sunan Ampel Surabaya Journal of Islamic Education Studies published bianually. Journal of Islamic Education Studies providing a platform for the researchers, academicians, professional, practitioners and students to impart and share knowledge in the form of high quality empirical and theoretical research papers, case studies, literature reviews and book reviews. Journal of Islamic Education Studies welcomes and acknowledges high quality theoretical and empirical original research papers, case studies, review papers, literature reviews, book reviews, conceptual framework, analytical and simulation models, technical note from researchers, academicians, professional, practitioners and students from all over the world.</p> en-US joies@uinsby.ac.id (JOIES) lilikhuriyah@uinsby.ac.id (Lilik Huriyah) Sun, 04 Dec 2016 00:00:00 +0000 OJS 3.1.2.4 http://blogs.law.harvard.edu/tech/rss 60 Implementasi Kebijakan Program Akselerasi di Madrasah Aliyah Unggulan Amanatul Ummah Pacet Mojokerto http://joies.uinsby.ac.id/index.php/joies/article/view/12 <p><em>The focus of this study is the policy of accelerated programs in Madrasah Aliyah (MA) Amanatul Ummah Mojokerto that facilitates very smart children or talented children. The results of the study are as follows: (1) the program is conducted through socialization, coordination and consultation, while the models of policy plans are deliberative and strategic models; (2) the policy of accelerated programs in MA Amanatul Ummah Mojokerto are implemented by appointing an implementation team and applying a strict recruitment system for acceleration class. The pattern of building an institution brand image through the accelerated program is performed by the </em><em>kiai and headmaster as a public figure; (3) evaluation of the policy is carried out externally by the Ministry of Religious Affairs at provincial and district levels, whose duty is to supervise and facilitate the implementation of the program, while internal evaluation is performed by the staffs and coordinators who directly conduct evaluation in the field. The types of evaluation of the accelerated program consist of result evaluation and process evaluation</em></p> Barnoto Barnoto Copyright (c) 2016 JOIES: Journal of Islamic Education Studies http://creativecommons.org/licenses/by-sa/4.0 http://joies.uinsby.ac.id/index.php/joies/article/view/12 Sun, 04 Dec 2016 00:00:00 +0000 Pendidikan Karakter dan Pergeseran Sosiopsikologis Penganut Aliran Tarekat Qadiriyahwanaqsabandiyah Surabaya http://joies.uinsby.ac.id/index.php/joies/article/view/13 <p><em>This article discusses the character education and socio-psichological shift among the followers of Tarekat QadiriyahwaNaqsabandiyah Surabaya. Tarekat QādiriyyahwaNaqshabandiyyah is a </em><em>tarekat which combines QādiriyyahwaNaqshabandiyyah carried out by Syekh Aḥmad Khaṭīb al-Sambasī from Kalimantan who practiced dhikr khafī and jahr by reciting Lāilāha illā Allāh. The tarekat has prescribed several teachings, such as the perfectness of sulūk, the adab of the adherents, dhikr, and murāqabah. Some of its basic tenets are: dhikr, murāqabah, rābiṭah, performing sharī‘ah, doing optional worships, showing wara‘ and zuhd behaviors, khalwah and‘uzlah. Among its rites, moreover, are: bay‘ah and dhikr. This article reveals that the adherents of QādiriyyahwaNaqshabandiyyah turn out to have better socio-psychological characters, such as patience, endurance, sincerity, satisfaction, and persistence in doing pure as well as social worships than they were before.Those are some indicators of good characters. In other words, the article concludes that the teachings, tenets, and rites of the tarekat can be used as a media to build noble characters of the society by undergoing socio-psychological changes in their daily behaviors.</em></p> Jainudin Jainudin Copyright (c) 2016 JOIES: Journal of Islamic Education Studies http://creativecommons.org/licenses/by-sa/4.0 http://joies.uinsby.ac.id/index.php/joies/article/view/13 Sun, 04 Dec 2016 00:00:00 +0000 Model Transformasi Pendidikan Pondok Pesantren di Pulau Bawean Gresik http://joies.uinsby.ac.id/index.php/joies/article/view/14 <p><em>The topic of this research is the transformation model ofPesantren in Bawean with particular reference to Pondok Pesantren Hasan Jufri, Manbaul Falah and Nurul Ikhlas. The results of the research are described as follows: first, the transformation of Pesantren Hasan Jufri and Manbaul Falah took place by the establishmentof formal educational institutions. While the Pesantren Nurul Ikhlas Islmic does not establishthe formal educational institutions.Second, the aspects that have undergone transformation in Pesantren HasanJufri and Mambaul Falah include vision, mission, objective, curriculum, learning method, educators, students,media and infrastructure. Whereas the Pesantren Nurul Ikhlas has transformed onlyin learning methods Third, the model of the transformation in Hasan Jufri and Manbaul Falah is holistic transformation.&nbsp; While, the model of tranformation in Pesantren Nurul Ikhlas is partial transformation. Fourth,factors that influence the transformation of these pesantrens are the kiai's leadership and modernization characterized by the rapid flow of information and encouragement of santri and alumni.The inhibiting factor is the conservative view of some people that formal certificates are not required. It is enough for them to hold the salaf courses, while formal schools areestablished conductedoutside the pesantrens.</em></p> Ali Asyhar Copyright (c) 2016 JOIES: Journal of Islamic Education Studies http://creativecommons.org/licenses/by-sa/4.0 http://joies.uinsby.ac.id/index.php/joies/article/view/14 Sun, 04 Dec 2016 00:00:00 +0000 Integrasi Interkoneksi Pendidikan Agama Islam dan Ekstrakurikuler Pramuka dalam Membentuk Kepribadian Siswa http://joies.uinsby.ac.id/index.php/joies/article/view/16 <p><em>This article is focused on the integration of Islamic education and scout as extra-curricular activities to build student`s character. This study reveals that interconnected integration between the subject of Islamic religious education in Junior High School (SMP) 4 Surabaya and SMP Khadijah 1 Surabaya runsvery well. Various factors that affect positively the implementation of this integration are the availability of infrastructure, the spirit of nationalism and moral development activities. While the inhibiting factors of interconnected integration between the subject of Islamic religious education and extracurricular scoutsat SMPN 4 and SMP Khadijah Surabaya deal with psychological aspect ofstudents who are quickly tired and lazy. The learners who are naughty and noisy often disturb the habituation of good character in learning process.</em><em> Other inhibiting factors are infrastructures that are suddenly damaged or in use.</em></p> Ulfatur Ruhama’ Copyright (c) 2016 JOIES: Journal of Islamic Education Studies http://creativecommons.org/licenses/by-sa/4.0 http://joies.uinsby.ac.id/index.php/joies/article/view/16 Sun, 04 Dec 2016 00:00:00 +0000 Implementasi Pendidikan Multikultur di Sekolah Islam Indonesia dan Amerika http://joies.uinsby.ac.id/index.php/joies/article/view/17 <p><em>The implementation of multicultural education that respects equality in human life is one of the efforts in bridging and minimizing the tensions and friction that can cause conflict in a multicultural society. The results of this study reveal that the learning materials of Islamic Religious Education (PAI) in senior high school (SMA) contains multicultural values ​​such as democracy, tolerance and so forth. While the multicultural education in American Islamic schools makes students to be zealous to defend their own nation (America) and practice Islamic religion in earnest. In multicultural education, students are educated to have a paradigm that Islam is a religion that teaches kindness and tolerance, and is inclusive and ready to live side by side with different beliefs, as well as seeing differences as grace.</em></p> Iftitahul Husniya Copyright (c) 2016 JOIES: Journal of Islamic Education Studies http://creativecommons.org/licenses/by-sa/4.0 http://joies.uinsby.ac.id/index.php/joies/article/view/17 Sun, 04 Dec 2016 00:00:00 +0000 Mengkaji Implementasi Kurikulum 2013 Mata Pelajaran Pendidikan Agama Islam di SMAN 1 Dander dan SMAN 1 Bojonegoro http://joies.uinsby.ac.id/index.php/joies/article/view/18 <p><em>The result of this research shows that the implementation of 2013 Curriculum of Islamic Religious Education in SMAN 1 Dander and SMAN 1 Bojonegoro has been started since 2013. The principals’ efforts to succeed the 2013 Curriculum can be seen from their encouragement for teachers to join teacher associations, workshops or teacher trainings.&nbsp; The teachers also adjust teaching materials with the 2013 curriculum, make the students accustomed to perform worship, guide those who cannot read the Qur’an yet, and follow the principal’s recommendation. Supporting factors of implementing the 2013 Curriculum in these two schools consist of the availability of adequate facilities and competent teachers. However, there are some obstacles found in these two schools in implementing the 2013 curriculum, such as the lack of students’ discipline to attend either inside or outside classroom activities and the lack of some parents’ attention to their children</em></p> Mokhamad Samsu Copyright (c) 2016 JOIES: Journal of Islamic Education Studies http://creativecommons.org/licenses/by-sa/4.0 http://joies.uinsby.ac.id/index.php/joies/article/view/18 Sun, 04 Dec 2016 00:00:00 +0000 Pengembangan Alat Evaluasi Hasil Belajar Mata Pelajaran Pendidikan Agama Islam Berbasis Taksonomi Bloom Dua Dimensi http://joies.uinsby.ac.id/index.php/joies/article/view/19 <p><em>The assessment tools of the subject of Islamic Religious Education (PAI) used in SMPIT At-Taqwa Surabaya refer to textbooks provided by the school. The teachers do not pay attention to the level of two dimensions: namely, cognitive processes and knowledge that are summarized in the word “Bloom operational taxonomic revision”. The development process of this assessmentis based on the model of development according to Bloom which is modified into five phases: namely, initial investigation, design, realization, testing, and implementation. The results of this assessment development state that theassessment tools fulfill the valid, reliable and practical aspects. The assessment of learning result of PAI by using Bloom`s Two Dimension Taxonomy got a score 3.29 which is categorized very valid. The validity coefficient of item1 to 6 is categorized as high. The reliability coefficient of the test question description developed is 1.019524 with the category of very high</em>.</p> Yulianti Yulianti Copyright (c) 2016 JOIES: Journal of Islamic Education Studies http://creativecommons.org/licenses/by-sa/4.0 http://joies.uinsby.ac.id/index.php/joies/article/view/19 Sun, 04 Dec 2016 00:00:00 +0000 Penerapan Total Quality Management (TQM) dalam Peningkatan Mutu Layanan Publik UIN Sunan Ampel Surabaya http://joies.uinsby.ac.id/index.php/joies/article/view/15 <p><em>The topic of this research is the implementation of Total Quality Management in improving the quality of public services at the Administrative, Academic, Student Affairs and Cooperation Bureao (Biro AAKK) UIN Sunan Ampel Surabaya.The results of this study stated that: first, there are three public services of the Biro AAKK, namely: academic services, Student and Alumni Services, Service Cooperation, Institutional and Public Relations. Second, The Public Services of Biro AAKK is implemented well, but still needs to be improved. Third, the supporting factors in implementation of TQM in improving the quality of public services of Biro AAKK are good infrastructure, internal support, the large number of applicants, funds from donors, policies supported by leadership, human resources that qualified good learning process, and good performance and coordination among stakeholders. While the barriers are a lot of cooperation without being coordinated by Cooperation Division, structural constraints, negative influence among staff, lack of socialization from the university, government programs that are not compatible,and extra campus programs that are not well coordinated.</em></p> Lilik Huriyah Copyright (c) 2016 JOIES: Journal of Islamic Education Studies http://creativecommons.org/licenses/by-sa/4.0 http://joies.uinsby.ac.id/index.php/joies/article/view/15 Sun, 04 Dec 2016 00:00:00 +0000