International Journal of Islamic Thought, Research and Practice

Analysis of the Learning Program at Madrasah Aliyah Special Program (MA-PK) Padang Panjang City

2025-05-21T07:18:27+00:00

The background to this article is that there are indications that the Padang Panjang City MA-PK school is one of the best schools in Indonesia which is in great demand by prospective students in every region. This is evidenced by the fact that it produces many quality graduates so that many MA-PK graduates continue their studies in abroad, especially in the Middle East, and there are indications of good learning programs, including in selecting the quality of teachers because not all teachers can teach at MA-PK, then the requirements that students must complete to become part of MA-PK must pass a very strict selection and also the implementation of learning methods must adapt to students' abilities in understanding learning.The aim of this article is to find out how to analyze the learning program at the madrasah aliyah special program MA-PK Padang Panjang City. This research is field research using descriptive methods which aim to describe research results according to actual data. The author uses observation, interview and documentation techniques. Based on the research results, the author can conclude that: 1). The quality of teachers who teach in providing religious learning material in Arabic at MA-PK Padang Panjang City is very good because they must have a diploma, must master Arabic language knowledge, be good at reading the yellow book, and those who have continued their studies in the Middle East are preferred. This aims to improve the quality of better learning programs for the Padang Panjang City MA-PK class. 2). The requirements that students must have in order to be able to take part in the learning program at MA-PK Padang Panjang City are: have an achievement certificate, have basic Arabic language skills, complete memorizing at least 5 chapters of the Qur'an and memorize the Ar Ba'in Hadith, for the class XII is required to write scientific work in Arabic. Must comply with the regulations that apply at school and in the dormitory. 3). Knowing the implementation of learning methods at MA-PK Padang Panjang City, namely: exemplary, hiwar, halaqah, Mudzakarah, lecture, gradual, punishment, qira'ah, tarjamah and bayyan methods. Finally, it can be concluded that the learning program created at MA-PK is a very good program in accordance with the principles, objectives and standards of MA-PK Padang Panjang City itself.

The Relevance of Multicultural Education to Deradicalization in the Perspective of Islamic Education

2025-05-14T03:29:24+00:00

Multicultural education has become a driving force in upholding democratization, humanism, and pluralism, carried out through schools, campuses, and other educational institutions. By instilling a multicultural spirit in schools at various levels of education, this is nothing more than an awareness movement for the younger generation to understand and accept the diversity of their society. Based on data analysis, it was found that: 1) Multicultural education cannot be separated from part of the curriculum itself. The internalization of multicultural values itself will be successful if the concept of multicultural education is realized in accordance with multicultural principles. This means that the programs created must reflect the objectives of multicultural education, the material contained in them must be integrated with the concept of multicultural education, the methods must be in accordance with approaches in multicultural education, an educator must have a strong multicultural character, and the evaluation design must be directed towards creating a school environment. multicultural. (2) Multicultural education, as the spearhead of deradicalization, is expected to display attitudes of pluralism, tolerance, and harmonization, as well as religious inclusivity. At this point, multicultural education as a driving force is very relevant if it has to be implemented and developed in the implementation of learning in schools.

Hadith Scholars' Perception of Narratives Who Are Assessed as Sakat?' Anhu and F?hi Na?ar by Imam Al-Bukhari

2025-05-22T02:54:21+00:00

The aim of this research is how hadith scholars perceive the narrators who are assessed as Sakat? 'anhu and F?hi Na?ar by Imam al-Bukhari in the book Tarikh al-Kabir. There are 81 fihi nazar labels while there are 9 narrators in Sakat? 'anhu. The author limited his research to 3 narrators in f?hi na?ar and 3 in Sakat? ‘anhu. The author limits it to only six narrators based on the areas where they live, namely Hadramaut, Kuffah, and Bukhara. The author's aim in this research is to find out the response of hadith scholars to the narrator who was assessed as Sakat? 'anhu and f?hi na?ar by Imam al-Bukhari. This research uses qualitative research, with library research for this descriptive research approach. The results of the author's research assess that the narrator sometimes has jarh, sometimes has ta'dil in the narrator. Imam al-Bukhari labeled hadith scholars with f?hi na?ar (they are still considering) and Sakat? 'anhu (they are silent) in the book Tarikh al-Kabir. The author also found that among the 6 narrators above, Imam al-Bukhari also took part in narrating the hadith to the narrators which he labeled with the label f?hi na?ar. Imam al-Bukhari gave the label f?hi na?ar to the narrator Salih bin Hayyan, but Imam al-Bukhari also participated in the sanad line, in which there was a narrator who he labeled with f?hi na?ar. Hadith scholars in assessing narrators who are labeled f?hi na?ar and Sakat? 'anhu vary, some say the narrators are laisa bi dzaka, laisa bi tsiqoh, matruk, munkarul hadith, yakdzibu, tsiqoh, sheikh and others.

Analysis of the Teacher's Code of Ethics in Carrying out the Profession and its Problematics in the Era of Society 5.0

2025-05-10T12:50:57+00:00

The Teacher Code of Ethics is the moral foundation that governs professional behavior in performing the duties of an educator. In the age of Society characterized by the integration of high technology in daily life, teachers will not only be competent in the field of Education, but also have ethical sensitivity to social and digital changes. The purpose of this study is to analyze the implementation of the teacher's code of ethics and to determine the problems that arise in the implementation of the work amid the challenges of the digital era. The method used is literature research. The results of this study indicate that teachers' understanding of ethics remains diverse and implementation is often hampered by a lack of training in ethical values in the dynamics of digital learning, and lack of social pressure. Virtual communication dilemmas, privacy protection, and professional pressure are issues that require serious attention. Therefore, approaches to education, ongoing support, and institutional support systems need to be updated so that teachers' codes of ethics are relevant and applied in society.