Corresponding Author: Anwar
Sholikhin
E-mail: [email protected]
INTRODUCTION
Education is the main
capital for the realization of competent human resources (HR) in constructing a
knowledgeable and ethical civilization (Permatasari, 2013). Education occupies an urgent
position in ensuring the continuity and development of human life. Talking about educational issues, there are certainly
various forms or models in its development. Islamic education is one of them.
Islamic education has a big role in accompanying education development in this
country (Zebua et al., 2020). Challenges in the development of Islamic education
are getting bigger and more complex daily. This is evidenced by various forms
of scientific and technological progress that are increasingly developing and
unstoppable. To maintain its existence, Islamic education needs to be reformed
or innovated to survive and compete with others. This needs to be done so that
Islamic education is not left behind by other education, and it is hoped that
it will be stronger and able to compete and surpass the progress of other
fields of education.
Educational renewal
can start from the existence of several educational problems or awareness of
the challenges of a change in a better society (Permatasari, 2013). This greatly affects an educational institution,
which also affects the quality of the graduates of educational institutions,
which will be assessed directly by the public. The scope of education consists
of several educational components, including educational goals, educators,
students, educational interactions, materials, educational tools and methods,
and educational environment (Mollah, 2015).
Educational
innovation is very basic and a necessity that needs to be realized immediately
so that the world of education, especially Islamic education, can meet the
needs of society and realize nation-building in all aspects of education (Huda & Ariffaturakhman, 2021). With this innovation, a new idea, concept, or
concept will emerge that can revitalize Islamic education through educational
elements so that later it can develop existing HR (Human Resources) (Chaer, 2017). With this innovation process, nation-building through
adequate human resources will soon be achieved and will impact the further
development of Islamic education.
Observational
researchers have extraordinary enthusiasm for developing Islamic institutions
in several Islamic educational institutions, especially those in Mojokerto
Regency. The first such institution is Madrasah Aliyah (MA) Al-Amin Islamic
Boarding School. This madrasa is one of the institutions characterized by salaf
pesantren, which have transformed into modern ones (Syafe'i, 2017). MA Islamic Boarding School Al-Amin also has learning
facilities that are complete starting from a magnificent building, library
room, computer room, futsal/volleyball court, food court and many other
facilities. There is no doubt about the teaching staff at this institution
because one of the teachers has won the exemplary teacher award at the National
Championship. Then the second is Madrasah Aliyah (MA) Darul Hikmah, Mojokerto
Regency. This madrasa is purely characterized by the characteristics of a salaf
Islamic boarding school, but the enthusiasm to become a bona fide Islamic
boarding school is extraordinary. This madrasah has an entrepreneur building
ready to accommodate graduates from institutions for entrepreneurship. Also,
according to the researchers' initial observations, namely related to student's
academic achievements in the last three years of competition by the two
institutions, they are very proud. In addition, the community's enthusiasm to
send their sons and daughters to these institutions has increased. On the other
hand, there was a surge in prospective students who wanted to attend MA Islamic
Boarding School Al-Amin and MA Darul Hikmah, Mojokerto Regency. This
achievement shows that the spirit to be creative and innovative in developing
Islamic education competencies is enormous.
Madrasah Aliyah
Al-Amin Islamic Boarding School was established in 2008. The first initiator
was Drs. KH. Mas'ud Yunus, M. Pd, is the chairman of the Maarif NU Mojokerto
branch of the board; he was born on January 1, 1952. Drs. KH. Mas'ud Yunus, M.
Pd, had a dialogue with KH. Drs. Muthoharun Afif Lc. and KH. Abdul Aziz
(founder of Al-Khadijah Mojokerto Islamic Boarding School). The meeting
resulted in several agreements with the head of the orphanage on Jl. RA.
Basuni, H. Bambang Prayitno, will convert the orphanage into an educational and
social foundation that houses Islamic boarding schools and Madrasah Tsanawiyah.
Madrasah Aliyah (MA) Al-Amin Islamic Boarding
School combines the national education curriculum with the standard pesantren
curriculum. Not only that, but the Al-Amin Islamic Boarding School also
implements a hidden curriculum. Namely, students are provided with
organizational skills, leadership, and sustainable ASAWAJA (Ahlussunnah Wa
Al-Jamaah) development. ASWAJA values and the latest expertise in IT technology
(Information Technology) through the Madrasah Tsanawiyah and Madrasah Aliyah
levels which will be programmed for six years to be completed. For the MA
Al-Amin Islamic Boarding School, the first madrasah head was Kyai H.
Mutohharun, who served for two terms at the Al-Amin Islamic Boarding School
Madrasah Aliyah institution. Then he was replaced by Muhammad Ali Fahrudin,
SPdI, who served only one period. After that, he was replaced by Ustadz Syaiful
Huda for two years because, at that time, he collided with the rule that he was
not allowed to hold multiple positions, so he was replaced by Drs. Sukisno in
2016, but not even one year later, he died and was immediately replaced by his
deputy Muhammad Imaduddin, S. PDI, MM, until now. He was born on March 19,
1983.
During his term of office, he sparked many
innovations built by the institution to become a higher quality, superior,
desirable institution. Of course, according to what is stated in the vision and
mission of the institution, namely "Science of 'Amaliyah, Amal'Ilmiyah,
and Akhlaqul Karimah" based on the Islamic teachings of Ahlussunnah Wal
Jamaah an Nahdliyah." The initial establishment of MA Al-Amin Islamic
Boarding School was to have the main goal of regeneration of young people who
will continue the Nation, especially Nahdlatul Ulama' (NU) cadres in the
Mojokerto region. When it comes to NU, in amaliyah diniyah, the main thing is
learning the yellow book, where the average learning is done outside of
learning hours. According to the initiator of the Al-Amin Islamic Boarding
School, if learning the yellow book is done outside of learning hours, it is as
if it is something that is discriminatory or is looked down upon. Madrasah
Aliyah Al-Amin Islamic Boarding School tries to find a solution to overcome
this discriminatory problem. Although basically, Madrasah Aliyah Al Amin
Islamic Boarding School follows the curriculum imposed by the Ministry of
Religion.
With various innovations in educational
elements, the Al-Amin Islamic Boarding School institution is one of the quality
and popular institutions in the Mojokerto Regency area. This is evidenced by a
series of academic and non-academic achievements obtained in local or
interlocal and even national championships. Starting from the Science Olympiad
to religious and sports activities, including second place in the Art Creation
of Nadzom Kitab Alfiyah Ibnu Malik in Mojokerto Regency/City, first place in
the madrasa science competition at the Mojokerto Regency level, third place in
East Java banjari festivals IKOMA ITS / Ten Institute of Technology November
Surabaya, overall champion of KSM throughout Mojokerto Regency and many other
achievements. Not only that but many alums from MA Al-Amin Islamic Boarding
School have also been accepted at state universities, including Surabaya State
University, UIN Maliki Alang, Semen International University, UIN S. Kalijaga,
IAIN Kediri, UINSA Surabaya and other private universities. This proves that graduates
can compete with other institutions outside of Islamic education.
Madrasah Aliyah Darul Hikmah Jalan KH. Ismail
No.90 Kedung Maling Village, Sooko District, Mojokerto Regency is one of the
institutions that was established to be concerned about people's behavior which
was increasingly showing bad signs, especially the younger generation at that
time. The moral decadence that occurred at that time became increasingly
apprehensive daily. One of them is that many children in the area like to stay
up in the middle of the night, consuming alcohol, and illegal drugs. Religious
teachings are no longer ignored; therefore, KH. Basyaruddin initiated the
establishment of the Madrasah Aliyah Darul Hikmah educational institution. He
is a native-born in the area of Mojokerto Regency. He is the son of a Kyai H. Ismail and his mother, Siti
Aliyah. He served as chairman of the Mojokerto Regency MUI (Indonesian Ulema
Council) in 2000. His very strong desire was to make children the reliable
successors of the Nation and to preserve Ahlul Sumnnah wal Jamaah. This can be
realized by establishing the Aliyah Darul Hikmah madrasa in 1991. This madrasa
was started from scratch and has grown to the present. The number of students
at that time started from just eight and now has reached hundreds of students
in a permanent building.
The educational curriculum used follows the
directions given by the government (Andini, 2018). In
developing the madrasa, it is felt that it takes work. Message KH. Basyaruddin
is that the educational goals in this institution are organized based on the teachings
of Ahlussunnah Wal Jamaah and make sure to attend science and technology
education. With this concept, it is hoped that the output of students will have
good morals and other knowledge will also be qualified. In the process, the
madrasa led by Ir. Vansori S. Pd in 2005 used the KBM (Teaching and Learning
Activities) system, which was in line with the expectations of the
institution's founders, by forming a curriculum development team consisting of
competent people in their fields, especially Islamic, general, science and
technology education. Islamic education in its development felt very long. In
2008 the successor to the head of the madrasa was to continue the development
that had been carried out.
The development of Islamic education is felt
to be more difficult than the development of science or general education.
Students are only able to learn theory rather than practice. Moreover, the number of learning hours is only an
average of 8 hours at this institution. This then made this institution look
for a solution to overcome this problem. Not only once did he formulate the
concept of innovations in Islamic education. Various problems arose from some
of these processes. In the end, in 2015, after implementing K13, I made a
formulation that felt appropriate for innovation in Islamic education and
especially related to various learning processes.
The formulation that
was carried out was to provide extra books to support learning the books of the
Salaf, which are based on Ahlul Sunnah Wal Jamaah or book studies in Islamic
education at MA Darul Hikmah, Mojokerto Regency. Not only that, various
innovation breakthroughs were made at Madrasa Aliyah Darul Hikmah, Mojokerto
Regency, which brought the name of the madrasa to be better and of better
quality. The realization of educational programs that are always being upgraded
is very relevant to the competencies of students in these institutions, as for
some of the achievements of students at Darul Hikmah, namely first place in the
banjari festival, LKTI competition at Malang State University, Madrasah Science
Competition (KSM), champion in reading the Yellow Book and many of the
graduates who were able to compete by getting scholarships to enter State
Universities. This shows that the innovations carried out are relevant to the
predicate of satisfactory graduate results.
In this connection,
the important emphasis in Islamic education is creativity and innovation
regarding the development of one's potential, so in the process, the
development of Islamic education does not work in place (Duryat, 2021). In an article published in the Al-Muslimun magazine
in Damascus written by Sheikh Sayyid Abul A'la Maududi, a Sunni Pakistani
theologian, journalist, and political philosopher. He started with a question:
"why can a nation dominate other nations?" The answer is that they
possess more knowledge and are more advanced than other nations. It was then
asked: 'Why can they master these sciences while others cannot?' The answer:
because they can develop and utilize their potential, especially the potential
of "Assam's" (hearing), "al-bash or" (observation), and
"al-Fuad" (reasoning).
When humans optimize
all their potential, both for understanding, analyzing and interpreting things,
they can compete with other humans (Susanto, 2021). The realm of education is
the right place to explore all forms of potential possessed by humans. This can
be traced first from the meaning of Islamic education itself as an effort to
prepare students to achieve a perfect life, have good morals, think and always
have good prejudices as well as all conceptual and technical abilities (Fitriani & Yanuarti, 2018).
With this potential, it is hoped to provide a change or innovation in Islamic
education that can be offered in society.
At present the development of increasingly
sophisticated technology, it is feared that technological advances will erode
conventional education. Moreover, quality competition exists between
educational institutions that want to improve themselves and be more advanced. All of that, of course, is not easy; various problems
arise in realizing this. The emergence of new problems in complex societies is
very different from the past; the spirit of Islamic education is urgent to be
maintained at this time. The meaning of education is not just guiding, but
education is a process of internalizing values and forming character and all of
its aspects (Syafe'i, 2017). What is more, during the very difficult Covid-19
pandemic, the educational process was not allowed face-to-face; online learning
has begun to be implemented, not only in educational institutions. All elements
of society in the world are following health protocols due to the current
pandemic, namely the spread of the covid-19 virus. 19 (Pamungkas & Sukarman, 2020) . The impact of covid-19 on the global education
system is enormous and impacts all learning, research, and service areas.
Therefore, covid-19 has become a major cause of disruption in the education
system due to the severity of the impact it has had. The economic, health,
social and educational crises due to the sudden attack were also caused by the
co-19 pandemic.
Educational actors
must master the technology to still carry out innovative interactive distance
learning so that students, especially teachers, do not feel bored and bored (Audi, 2020) . It should be noted that the educator fulfills a
crucial role in education. When everyone is concerned about educational
problems, the teacher figure must participate in every discussion agenda,
especially on issues of formal education in institutions. With the increasingly
difficult challenges, Islamic education must become a vehicle for dealing with
all kinds of problems. There are other alternatives for society, but how
Islamic education is the main goal of today's society. This requires innovation
in the development of Islamic education, especially in one or developing other
potentials. When there is an innovation, the interaction between educators and
students is more varied and exciting, especially in the learning process. This
will make it easier for an educator to transfer knowledge to students, and
learning objectives will be easily achieved.
Based on the research
context above in the plan for this research, the researcher will examine the
phenomena or cases that occur because of the increasing public interest in
sending their children to school in these institutions and researchers taking
two sites described in the research context, namely Madrasah Aliyah Islamic
Boarding School Al- Amin and Madrasah Aliyah Darul Hikmah, Mojokerto Regency.
These two institutions, the sites of this research, can represent all Islamic
educational institutions, especially Madrasah Aliyah in the Mojokerto Regency
area. The two sites the researcher identified as institutions that always make
innovations and become references for parents are even able to compete with
other institutions, which these institutions are not institutions established
by government/state institutions and are even the main goal of some people to
become institutions that the parents give trustworthiness in educating their
children. Based on the background above, this study aims to find out and
analyze about Islamic Education Innovation (Multisite Studies in MA Pesantren
Al-Amin and MA Darul Hikmah Mojokerto Regency)".
METHODS
This research uses a paradigm or framework for
interpretive or post-positivistic thinking. The approach here uses a
qualitative approach to the type of field research (field research) or case
studies and multi-site designs. The design
locations for this study were the Madrasah Aliyah Al-Amin Islamic Boarding
School and Madrasah Aliyah Darul Hikmah, Mojokerto Regency. Sources of research
data are primary data and secondary data. Primary data, namely related to
Islamic education innovations, obtained through observations which include: (a)
Conditions of schools; (b) Rituals and rituals. (c)
Meetings; (d) Learning environment; (e) Other activities related to research
focus. The data that can be collected through interviews includes philosophy,
ideology, values, vision, mission, aspirations, views on good schools and other
topics related to the focus of this research. While the data obtained through
documentation, namely relevant data related to the research focus, includes: (a)
school history; (b) School policies and rules. (c) School organizational
structure. Secondary data, namely the researcher collects data by looking for
references related to books that are relevant to what the researcher is
studying, as well as notes, pictures, or photos related to the theme of this
research, namely innovation in Islamic education at the MA Al-Amin Islamic
Boarding School and MA Darul Hikmah (d.) School grades; (e) Curriculum; (f)
Students; (g) Educators; (h) Staff/Employees; (h) Infrastructure and others.
The data collection technique uses 3 (three) techniques as proposed by Bagdan
and Biklen, namely (1) in-depth interviews, (2) participant observation (3)
documentation study. The data analysis technique used is single data analysis
and cross-site data analysis.
RESULTS AND DISCUSSION
1) Islamic Education Innovation Program
a. Islamic Education Innovation Program at Al-Amin Madrasah
Al-Amin Islamic Boarding School, Mojokerto Regency
Some of the program
innovations carried out in "All New Al-Amin" will be described as
follows:
Curriculum Innovation
1) Student Leadership Program
The leadership character here refers to cultivating and
developing students' leadership spirit in various matters, especially in
organizing. The leadership program here is a program that aims to strengthen
and develop some of the intelligence possessed by students through various
activities created by institutions (Wulandari, 2021). By having a leading spirit in a high organization
through relevant activities, the leadership spirit of students will be formed,
and the institutional goals of the institution to be achieved from the various
activity flows that have been carried out can be carried out easily (Masrur, 2020).
In its
realization, one of the programs that have been carried out is cultivating and
developing students' leadership spirit. This program is not carried out
formally but is adjusted to the allocation of learning time in Face-to-Face
Hours (JTM). However, these activities are also carried out outside JTM, namely
through daily activity and habituation programs and extracurricular
optimization. Apart from being a self-potential development, this
extracurricular activity is also a fun activity in honing and cultivating the
potential that includes students' cognitive, affective, and psychomotor
aspects. In fact, from these extracurricular activities, students often
participate in competitions outside the institution and not least win the
championships they participate in at regional and national levels. This is
following what was stated by the Deputy Head of the Al-Amin Islamic Boarding
School Curriculum, namely:
To provide
cognitive skills in organizational leadership development, these students are
required to participate in extracurricular activities as a form of
self-development and potential for fun activities outside the classroom. This
activity is realized in the form of LDKS (Basic Student Leadership Training),
Public Speaking Recital, Tilawatil Qur'an, Banjari, KIR, Scouts, pencak silat,
PMR, Journalism, Volleyball, Futsal, Calligraphy, and table tennis while
strengthening amaliyah is madzab must follow the yellow book reading program
which is the hallmark of Ahlul Sunnah Wal Jamaah An-Nahdliyah.
The implementation
of extracurricular activities is carried out after the formal learning
activities are completed. The activity was not only fostered by the Al-Amin
Islamic Boarding School's MA teacher board, but some were brought in from
outside the teacher council. This is done to maintain the quality that is
carried out by educators or trainers who are truly professional. One example of
a volleyball and futsal coach was brought in directly from a trainer who has a
volleyball and futsal coaching license by working with the management of the
PBVSI or PSSI federation in the Mojokerto district. Therefore, Al-Amin Islamic
Boarding School representatives often win prizes in every competition.
The reading
of the yellow book itself is carried out every evening after the Rotibul Haddad
activities are read together. After that, for strengthening, the students
deposited it with the coordinator of the ubudiyah teacher council to be
listened to. This deposit activity is specifically for students who need extra
guidance, so they are kept from other students. This was also done because of
the hope of educational institutions that all students get an even distribution
of learning, especially reading the yellow book. It is hoped that students will
focus more on academic learning in the morning and afternoon so that they can
focus on carrying out these activities at night. The institution's commitment
so that students can understand Arabic material not only in terms of
educational value but the practice of speaking verbally is also special
emphasis.
2) PAI
subject integration program
Learning material
cannot be separated from its principles, namely relevance (appropriateness),
consistency (consistency), and adequacy (adequacy) (Aripin et al., 2022). Learning materials or subjects must follow the background
that exists in educational institutions. Islamic Education Institutions based
on Islam generally have Islamic Religious Education (PAI) learning. PAI
Subjects include Fiqh, Quran Hadith, SKI, Aqidah Akhlaq, and Language. Arab.
The subject matter is the planning and implementation of learning content and
the information needed to implement it. It is arranged systematically to help
and be present to support and present educational and learning activities
inside and outside the classroom and present complete material from several
competencies that students will achieve.
In this case, the
material or content of PAI learning is in the form of subject matter in the
learning curriculum that must be taken. PAI subjects in Al-Amin Islamic
Boarding School follow the government's curriculum, which includes general and
religious subjects following KMA 184 of 2019 concerning the Madrasah Aliyah
curriculum. However, the material or content here is related to the different
learning experiences students have in the learning curriculum process. Along
with integrating the learning material curriculum, this innovation is to
replace existing subject matter in madrasas with the material in Islamic
boarding schools. This includes PAI subjects, namely the book of At-Tadzhib
replacing the fiqh subject, Tafsir verses Ahkam & Bulughul Marom replacing
the Al-Qur'an Hadith, kifayatul lay replacing Aqidah Akhlaq, around faroidul
bahyah replacing SKI and alfiyah ibn malik & balaghoh wadiah replacing
Arabic.
3) Religious
Program
In this religious program, an activity is carried out
before students start learning activities. The form of activity in this
activity is that students perform dhuha prayers and istighosah before learning
begins. This is done with the aim that students can be more focused and calmer
before learning begins by reciting dhikr and praying first. One thing that the
Al-Amin Islamic Boarding School wants to achieve is that students can
simultaneously practice what is religiously commanded, of course, by doing
dhikr and prayer activities. Students will get used to it and memorize it by
using the routines of dhuha prayer activities and reading istighosah/tahlil.
Even without memorizing it, they will memorize it by themselves. This routine
aims to shape the character or personality of a devout Muslim and instill
discipline and responsibility in students.
Not only that, the cultivation of values of faith and
piety can also be formed from this activity. Starting from a small thing done
consistently will have a tremendous impact, especially on students, because
this istiqomah will create a karomah (glory). Optimistically the goals of
educational institutions contained in the vision and mission of the institution
can be achieved. Of all the dhuha and istighosah prayer activities, this
routine is carried out every day before formal learning begins.
Curriculum Innovation
1) Bilingual
Program
Bilingual This program is carried out so that students
can verbally implement mastery of these two languages, namely Arabic and
English. In strengthening the coaching, the students were also given additional
tutoring to deepen their abilities in Arabic with additional material in the
fields of nahwu and short supported by Guidance on Reading the Yellow Book
(BMK). The method used is the same as sorogan. In deepening this activity,
material enrichment was also carried out at night after the "Rotibul Haddad"
activity so that students would more quickly master Arabic and English when it
was given repeatedly. Undoubtedly, it is highly appropriate for a Muslim to
love Arabic and try and master it. Arabic is an important
element in Islam, in the expertise of something revealed using Allah SWT.
2) Multiple
Learning Strategies
Learning
strategies are defined as patterns of learning activities that educators
implement both textually and contextually, which adapt to the potential of
students and the conditions of the Institution (Panggabean et al., 2021).
The learning strategy referred to here is not limited to direct learning
activity procedures but also includes indirect efforts to achieve learning objectives.
Not only carried out in the form of formal and intra-curricular activities in
the classroom and includes activities outside the classroom or extracurricular
activities. The strategy used here is to improve the quality of the learning
process.
Student-Centered
Learning is a learning strategy that places students more actively and
independently, with and takes full responsibility for their learning, and can
learn outside the classroom (Panggabean et al., 2021).
After graduating from the institution, they are expected to have and appreciate
the characteristics of lifelong learning by mastering mutually supportive soft
skills. The strategy that was specifically carried out by the Al-Amin Islamic
Boarding School in its realization in the field was that the study groups at
the Al-Amin Islamic Boarding School included students from classes VII to XII.
This program is called include class; this is done so that students can
understand the material that has been integrated comprehensively and
integrally. The books integrated with formal institutions only rule out the
possibility that they will be fully understood within three years.
Teacher Innovation
Program
Teacher innovation
program, namely, in this case, the teacher council is not only given the
obligation to teach, but the teacher council must also be willing to learn to
improve their competence. What is being done is always providing motivation,
coaching and human resource development through cooperative study activities
and workshops. From this activity, there is a great hope that the teacher
council will be motivated by cooperative study activities. It is not easy to be
proud of yourself because many institutions out there are more qualified/bonavite.
Another benefit that can also be obtained is that cooperative studies can
change their mindset.
b. Islamic
Education Innovation Program at Madrasa Aliyah Darul Hikmah, Mojokerto Regency
Teacher
Innovation Program
1)
Entrepreneur Program
These
activities were carried out under the command of the foundation and internal
activities of Madrasah Aliyah Darul Hikmah Mojokerto Regency. The focus on
developing student skills through entrepreneurial activities is also the top
brand at the MA Darul Hikmah institution. Madrasah Aliyah Darul Hikmah recently
developed entrepreneur/entrepreneurship activities around 2016. Interpreneur
activities referred to here are specifically the spirit, potential, mindset,
and behavior of students in implementing a business or hobby that leads to
efforts to find and create new products to obtain a source of personal or group
income.
2)
Religious Program
In
maintaining its commitment as an Islamic educational institution based on the
teachings of Ahlussunnah Wa al-Jamaah, which is oriented towards
"NU," MA Darul Hikmah carries out routine activities for all
students. In this case, before carrying out in the morning, students must read
the Yasin letter and "Sholawat Barokah" and the Yasin/Waqiah Letter
before learning. After that, before the end of the learning activity, it is
closed by reading the Al-Waqiah letter. This activity is part of the dhikr
amaliyah of NU members.
3)
Modification
Education Subjects Islamic
Religion (PAI)
The
curriculum here basically still refers to the existing national education
curriculum standards; it is just that several things are of particular concern
because the institution is Ahlussunnah Wa al-Jamaah, so the priority is to
deepen material related to ASWAJA. The ASWAJA ideology has also become a
pesantren guideline because it is considered an ideology that is essentially
pure Islamic teachings as taught and practiced by the Prophet Muhammad. with
his friends. A formulation is needed so that the existing curriculum in institutions
and Islamic boarding schools can work synergistically.
Learning Innovation
Program
1) Various
Learning Strategies
What is
meant by learning strategies varies here, namely learning strategies in general
and specifically oriented towards students. This strategy is applied following
the students' potential in implementing and developing all the potential in
students. The strategy carried out by one of the examples at
MA Darul Hikmah is to carry out a mixed strategy using cooperative learning
strategies and PBSA, namely emphasizing optimal student activity, which
requires a balance between physical, and mental activity and includes
intellectual and emotional activity carried out in groups so that time does not
run out. Wasted.
2) TPQ
Prospective Teacher Training Program for Students
The TPQ teacher training
activity is a requirement that must be taken in the final semester of class XII
(twelve). The Darul Hikmah MA Institute collaborates with a Qur'an institution
that is competent to oversee this, namely Pondok Tahfidz Yanbu'ul Qur'an Kudus,
Central Java. With this activity, students are taught how to teach TPQ children
using the "yanbua" method. Not only that, after completion, two
certificates known as "shahadah" will be given, which can be used as
legality as a teacher at the Al-Qur'an Education Park (TPQ)."164 The first
certificate for those who graduate from the training will be given a
certificate that can be used to teach later at TPQ. The second certificate can
only be used for himself.
Teacher Innovation
Program
The Teacher Innovation Program is related to competency
development and strengthening of the HR (Human Resources) of the teacher
council. This is done through coaching from stakeholders by holding routine
recitations of the Minhajul Abidin book, attending workshops, and lesson study
after learning is finished.
c.
Matrix
of findings across sites I and Site II related to Islamic education innovation
programs in the learning process
1)
Cross-site
studies I and II related to Islamic education innovation programs.
Table 1. Findings of the Islamic Education
Innovation Program in
the Learning Process at Site I and Site II
Research
|
Focus Study
|
Site I MA Boarding school
�AL �Amen
|
Site
II MA Darul �����Wisdom
|
Information
|
|
Program innovation education Islam in MA. Darul
Wisdom Regency Mojokerto
|
The
educational innovation program Islam
in Al- Amen is
oriented on establishing pesantren MA Al
Amin Islamic Boarding School NU
driving cadre, and the student has good leadership. The program is packaged in the form �All New Al
Amin." As for form activity as following
� Innovation Curriculum
1) leadership program, participants educate through Optimization activity extra curricular. which
are already implemented with the concept of thinking through
Pray and sports
that as Tilawatil Qur'an,
Banjari, KIR, Scout,
pencak martial arts, PMR, Journalism,
BMK, Volleyball, LDKS, futsal,
Calligraphy, and tennis
table, which could
be used later after
passed.
2) Religious
program doing activity prayer
Dhuha read Istighosah or congregational tahlil
before learning started.
3) Integration Program
that is Eye Lesson
PIE with Boarding
school refers to integration PAI subject matter supported with material
|
innovation program Islamic education in Darul
Wisdom oriented on aim founded
MA Darul Wisdom
besides having religious
knowledge based ASWAJA
also given provision ��������� of skills which
can be reliable later
after passed; as for
the program the that is:
� Innovation Curriculum
1) Entrepreneur Program, namely ��� programs
Entrepreneurship participant education provided with
soft ability skills or life skills
through activity design
graphics and one day on juice.
2)
Religious Program, i.e., read,
Letter waqiah and Yasin & sholawat letters blessed
with aim Internalize mark- mark teachings ahlul sunnah
wal pilgrims through routine activity before
implementation learning that does
practice amaliyah NU read letter
Yasin & sholawat Barokah then after
done want to go home
read letter Al-Waqiah. 3) Modification program that
integrates the PAI curriculum with Boarding school that is in form eye lesson PIE no only.
|
Both
��� sites do program innovation education Islam through
each respective program which, in
spark institution.
|
2)
Islamic
Education Innovation Design
a. Islamic
Education Innovation Design in the Al-Amin Islamic Boarding School MA
The educational innovation design carried out by the
MA Al Amin Islamic Boarding School implies four thinking skills. Namely
critical, creative, communicative, and collaborative. This design is done Based on research findings in the field, namely the
design of learning innovations according to the head of the Al-Amin Islamic
Boarding School MA; namely, learning begins with a curriculum design that is
adapted to the curriculum so that students are more active in participating in
the activities displayed by the institution.
b. Islamic
Education Innovation Design in MA Darul Hikmah
Specifically, the design that becomes the
realization of the innovation program implies the concept of "khoirunnas
anfauhum lines." This design is an institution's wishful thinking that aims
to return everything to students. So that any program that is carried out is
good for students' competence. One of them is extracurricular optimization,
which directly impacts students.
c.
The
matrix of Islamic education design findings in MA Islamic Boarding Schools Al
Amin and Darul Hikmah
Table
2. Findings of Islamic Education Design Innovations
in
the Learning Process at Site, I and Site II Research
|
Focus Study
|
Site I
MA Boarding school AL -Amen
|
Site II
MA Darul
Wisdom
|
Focus Study
|
|
Design Innovation Education deep Islam process learning
|
- Design ���������������������������� that
developed in Islamic
education innovation in MA Boarding
school Al- Amen starts from Tim Quality
Assurance (TPM) internal Institution and Development Team�������� Curriculum (TPK)
which in the form of enhancement quality
as well as institutional quality Education which customized with
design century 21 this. With intensity four prowess, namely, thinking critically, creative, communicative,
and collaborative. ��� ����������� Design
innovation has been done. MA Boarding school Al-Amin
also includes the development potency, which covers
aspects of Cognitive, affective, and psychomotor students. Development cognitive through experience learner-oriented learning.
|
- Design
done in MA�� Darul Hikmah started from Head Madrasa,
which was later in coordination with whole
component institution education.
-
Design innovation has done MA Darul Wisdom is having an orientation on �Khoirunnas Anfauhum lines" that
is done on MA Darul Wisdom. It boils down to the intent that graduates from MA Darul Wisdom
could utilize potential is Skills- skills later in society. Design is designed to give a through development of students.
|
Design Innovation Education deep Islam substance and implementation
|
3)
Islamic
Education Innovation Steps
a.
The
steps of Islamic education innovation in the Al-Amin Islamic Boarding School,
Mojokerto Regency
a)
Form
TPM and TPK TEAM in Madrasas
b)
Analyzing
institutional problems or problems
c)
Process
findings
d)
Implementation
b.
Islamic
Education Innovation Steps in MA Darul Hikmah, Mojokerto Regency
a)
Coordination
b)
Implementation
CONCLUSION
Based on the presentation of the
research focus data and the findings of individual sites and interpretation
across sites, the researchers concluded the results of this research, namely:
1) The Islamic education innovation program in Madrasah Aliyah Al-Amin Islamic
Boarding School and Madrasa Aliyah Darul Hikmah Mojokerto is a Leadership
Program, Religious Program, Multi-strategy Program, Intrapreneurship Program,
Billingual Program, program integration, TPQ Program teacher candidate
training, through optimizing extracurricular activities. 2) The innovative
design of Islamic education in Madrasah Aliyah Al-Amin Islamic Boarding School
and Madrasah Aliyah Darul Hikmah Mojokerto is designed so that students have
four critical, creative, communicative, and collaborative thinking skills, and
students implement the concept of khoirunnas anfauhum linnas. 3) The steps of
Islamic education innovation in Madrasah Aliyah Al-Amin Islamic Boarding School
and Madrasah Aliyah Darul Hikmah Mojokerto are carried out through the core
stages of knowledge and implementation. Knowledge
related to several educational problems leads to innovations with new programs,
which are then implemented. 4) The innovative model of Islamic education in
Madrasah Aliyah Al-Amin Islamic Boarding School and Madrasah Aliyah Darul
Hikmah Mojokerto, namely development (development) of experience-based learning
(experiential learning) by integrating the curriculum of PAI material in formal
education with the existing curriculum (material) in Islamic boarding schools (integrated
curriculum).
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