This paper aims to assess alternative sources of education funding in madrasah through corporate social responsibility program (CSR). The approach used is descriptive analytic. The realization of CSR program is not perceived real yet by the madrasah. Previous research indicates that CSR tends to be more concerned with those who have power to influence the company (shareholders) and provides very little benefit to society and the environment. Madrasah, as one of the Islamic schools in Inodnesia, Has no strong bargaining power which results in receiving no fund allocation from CSR. Madrasah is potential to get this funding by considering the following aspects: 1) the location of madrasah gets direct impacts of the company, 2) the madrasah is participated in CSR program, 3) the madrasah has performed accountability/transparency security regarding financial management. In the company, CSR programs should ideally be used as a trade mark, as a form of corporate social responsibility to the public interest, particularly to the education in madrasah which commonly belongs to the public, but has minimum funding.

This study aims to test and develop models of constructivism-based learning in learning Arabic for the Islamic university. The research utilized Research and Development (R&D) method. The research site chosen is UIN Sunan Gunung Djati Bandung. This university is one of Islamic Universities in Indonesia that requires the students to learn and master Arabic. The results showed that the constructivism-based learning model can improve the processes and outcomes of students’ skills in Arabic. The use of this model can also improve the performance of lecturers in terms of making 1) learning time more effective, 2) learning more focused and 3) learning activities more controlled. This model has made the achievement score of experimental group in post-test higher than that is of the control group as indicated in validity test. These findings indicate that the constructivism-based learning model is effective in improving students’ skills in Arab ccompared to students’ skills in Arabic learning through conventional learning model. It implies that other Islamic universities in Indonesia can also implement this constructivism-based learning model.

This article intends to elaborate a charge include life skills opportunities in both madrasah curriculum of ibtidaiyah, tsanawiyah and aliyah. The approach used is the science of Islamic education. Some important concepts in Islam that allows it to be analyzed and used as the basis of life skills-based curriculum contained in QS. Al-Ghâsyiyah [88]: 17-20, QS. Fâthir [35]: 39, QS. Al-Jâtsiyah [45]: 12-13, QS. Al-A‟râf [7]: 56-85 and QS. Al-Hujurât [49]: 1, 13, 18. Ethical values (Rasul Muhammad) Islam that allows elaborating life skills is shiddiq, amanah, fathanah and tabligh. The fourth value is assumed to equip graduates of madrassas that he later had a number of personal, social, academic, vocational and soft. The fourth value is assumed to equip graduates of madrassas that he later had the skills. A number of core Islamic values should be in synergy with the age issues such as democracy, globalization, the mastery of science, technology and information (the environment).

The research is an exploratory study to real condition STAI Cianjur students who find the difficulties whileBalagha by using the book which is intended for the native Arabs. Due to that reason, the researcherconsiders that it is necessary to design Balagha Curriculum which is easily understood by the students inIndonesia. The solution proposed is presenting the materials of Balagha contrastively: that is, by comparingthe similarities and differences with Indonesian Language system. The method used in this study is quasiexperimentalmethods. The experiments were carried out through giving pre-test and post-test to the students.Pre-test is to determine students’ prior understanding before the contrastive approach in learning Balagha isimplemented. Post-test is to determine students’ comprehension after the use of the approach. The result showsthat presenting Balagha materials through contrastive approach improves students’ learning outcomessignificantly. Thus, the development of Balagha teaching materials through contrastive approach can improvestudents’ understanding of Balagha materials.

This study aims to find and analyze the factors that affect the headmaster’s performance of Islam-based senior high schools in West Java. The study is a cross-sectional research. In this study, the relationship between variables was analyzed by using statistical approach (path analysis). The testing consisted of simultanious and individual hypothesis testing with error level α = 5%. The sample was 57 schools it is the 15% of the 348 Islam-based schools as the total population that exists in West Java Province. The results showed that leadership behavior, motivation, managerial skills and compensation system are the four factors that directly or indirectly affect the headmaster’s performance of Islam-based senior high school in West Java. The degree of influence of each factor is as follows: 1) leadership was 25.6%; 2) motivation to work was 7.7%; 3) managerial capability was 22.6%, and 4) the system of compensation was 8.0%. Order of magnitude assessment of these factors is 4.17 with 90.35% degree of conformity; 4.01 with 83.34% degree of conformity; 4.34 with 92.18% degree of conformity; 3.48 with degree of conformity of 77.31%.

This study is proposed to identify and analyse the development of planning, organization, implementation and evaluation of teacher competence Pesantren-based Madrasah Aliyah. The research site was Darul Arqam MA Muhammadiyah MAN Cipasung Garut and Tasikmalaya. This study utilized a qualitative approach. Data were collected through observations, interviews and documentation. Academic qualifications of teachers in the two madrasas generally have met the minimum educational qualification as mandated by Law number 14 of 2005 regarding Teachers and Lecturers. Planning for teacher competency training in both madrasah generally use 3 stages, namely: diagnosis, planning and preparation of documents. The authority to conduct the training is in the head of madrasah or the leader of pesantren. The implementation of the trainings done through the program for improving the academic qualification, certification, integrated training and supervision. Basic principles of this trating activity always refers to the Sunnah of the Prophet Muhammad and the tradition of the al-salaf as-shâlih. Evaluation was conducted conducted on aspects of teacher competence. The evaluation results were followed up by workshop, remedial and preventive programs in the form of workshops, repair and prevention.

This study aims to determine the level of understanding, implementation and trouble Teachers MI (madrasah) se-Jabodeta (Jakarta-Bogor-Depok-Tangerang) in the character-based learning. The method used was a survey. Samples studied was 10% of the population are selected by cluster sampling technique. The research instrument used was a test and questionnaire. The results showed that 87% of teachers turned a Jabodeta MI-based learning to understand the character. In terms of character-based learning implementation that includes aspects of both the character design and the selection and preparation of assessment, 71% of teachers implement MI Jabodeta a character based learning and have the means to carry it out. The percentage of the total, was 52% of teachers Jabodeta MI as difficult to implement character-based learning, both in the exemplary aspects, monitoring, measurement of success, methods of cultivation of character, the character of the integration process, preparation of instructional design, guide books, and the identification of the value of character.

This study intends to develop a learning model of classroom action research (CAR) that can improve the ability of reasoning (logical and scientific) of the prospective teachers in one of the Islamic universities in Indonesia, in Faculty of Tarbiyah and Teacher Training UIN Sunan Gunung Djati Bandung. The approach used in this study was a Research and Development. The result of the experiement and its validation prove there is an increase in learning outcomes and the difference between the result of of the implementation of experimental model compared to that of the implementation of conventional learning model. The implementation still faces several problems such as: 1) Many lecturers of CAR courses do not fully understand the concept of CAR; 2) lecturers who are helped by assistants causes the discussion process is less comprehensive since the assistants lack of knowledge about the topic discuss; 3) Some lecturers rarely gave the report about the implementation observed; 4) students who attend a course CAR majority have never been taught and have not followed the Teaching Practice (PPL).

This paper intends to outline the contribution of psychology of religion psychotherapy that evolved into a religion psychoteraphy with style Islamic (Sufi) on education, especially Islamic education. The approach used in this paper is Philosophical approach that is examining the structure of tasawuf psychotherapy that is further analyzed in the context of Islamic education discourse. The pattern of tasawuf psychoteraphy can be implemented in education, specifically in Islamic education, both substantively, methodically, and didactically. Substantively Islamic education aims to teach, improve, form and fix morals of madzmûmah to be karîmah moral. Methodically, Islam is not only as an educational institution that solely transfers knowledge to the students, but also as a guide, counselor and healer agency for students, parents, teachers and even society itself. Didactically, the relationship between teacher and student is like mursyid and his students. Professional teacher in Sufi‟s understanding is the teacher who has occupied a certain maqâmat as zuhud, wara', taubah, and patient so that he has the maturity and politeness in facing the students.

This paper aims to unravel the humanistic values in Islamic education because dehumanistic attitudes and behaviors often harm the education. In Bima, West Nusa Tenggara, a teacher bear to hit two of his students so that both students had Suffered from head injuries. This condition requires the teaching paradigm to be reconstructed in order that the missions of education can be reached. This study used content analysis as the method to criticize literatures related to humanism. In the context of Islamic education, teachers are muaddib that prepare students to build civilization in the future. Teachers in teaching activities have serial relationships to God (Surah al-'Alaq [96]: 4). They play their roles and functions as role model, facilitator, motivator, and partner in learning for their students. In giving guidance (irshad) the teachers acts as a guide, advisor and mentor. Teacher assists the students to create an environment that does not preclude the development of self-learners naturally.

This paper intends to explore the spirit of globalization in the madrassa. The analysis is done through the study of conceptual curriculum which is assumed to contain some elements of globalization such as democracy, autonomy, international markets, superiority and competitiveness. The development of quality of madrassa with global orientation develop four main competencies: 1) academic, 2) personal, 3) social and 4) spiritual competencies. They cover six elements, namely: (1) knowledge and cognition, (2) understanding and affection, (3) the ability to execute a task or job well, (4) value, that covers good behavior behavior that manifest themselves in a pupil, (5) the attitude , is a fast reaction to external stimuli, and (6) high interest in the positive range. To implement curriculum based on globalization management, madrasas can apply strategies such as: 1) self-management curriculum, creative and innovative spirit of autonomy and globalization; 2) master of science, personal formation, and mastery of social problem-solving skills; 3) master developmentally specific competency based learners.

This article tries to discuss the possibility that Islam philantropy can contribute to the development of education in Indonesia. In the context of Islamic education in Indonesia, the tradition of philantropy can be found in alms and benefaction for educational institution. Therefore, Dompet Duafa established Lembaga Pengembangan Insan (Human Resource Development Institution), Rumah Zakat Indonesia designed Sekolah Juara (School for the Champions) and breeding program of reciting Quran had BASIQ program (Scholarship for students who learn Quran), EKSPOR (Productive Economy of Pesantren) and Daqu School (Darul Quran School). These Islamic philantropy institutions had put no concern on Islamic University as main partner yet. Whereas their involvement to support research in university level, specifically regarding Islamic studies, is significantly needed since it provides balance to the development of Islamic studies in the West which is also funded by Muslim philantropists such Bin Laden family and Abassi family and the Saudi Royal family.

This paper discusses the issue of religious education in relation to the challenge of religious pluralism in Indonesia. The focus of this paper is: On finding out the kind of religious education that is compatible with the challenge of religious pluralism? By employing concept of religious pluralism and theory of religious education, this paper argues that to face the challenge of religious pluralism it is necessary to change the model of religious education from in, to at and beyond the wall. Religious education in the wall contributes to shape an exclusive model of religiosity; while religious education at and beyond the wall contributes to shape an inclusive and pluralist model of religiosity. The last two models are compatible to be applied in Indonesia in order to face the challenge of pluralism, because both of them help students to accept, respect, and value religious differences. Religious education should show that the common enemy of religion is not people of different faiths, but poverty, corruption, violence, ignorance, and the like, and they have to stand together to fight against these true enemies.

This study departed from the notion that the meanings of words in the Qur’an are bounded by the context. Words of similar meaning in general actually have significant differences. Words related to the five senses, for example, in the Qur'an are interpreted differently according to the context of the sentence. The use of the word fi’il related to the process of seeing are abshara, ra’a, nadzara, and anasa; related to the hearing processare, are sami’a, anshata, ashgha; related to the process of feeling, are dzaqa, tha’amaandakala, and relating to the fingering, which allegedly lamisa and massa are assumed to have different meanings based on its context. To covert the meanings, semantic approach in content analysis method was used. The implications are the development of the five sense competence is very important to do to lead people to have perfect personality.

This study aims at describing the implementation of management/management of Islamic Education (PAI) in Public Higher Education (PTU-Non-Religious). The research site chosen is the Bogor Institute of Agriculture (IPB). This study is a case study because it includes qualitative research. The data were collected through in-depth interviews, analysis and documentation of participatory observation. The results showed that the implementation of the PAI in IPB management generally includes: 1) procurement program of new teaching staff (determination of requirements, recruitment and selection, and appointment and assignment), 2) Management division of teaching schedule (Coordinator invites lecturers, lecturers are asked to select the days, hours and class in accordance with readiness, and selecting l teaching assisstant), 3) PAI Learning Management (Lecture, Assistance, and Studium General), and 4) follow-up program.

This paper is intended to describe the Possibility to apply quality management in Private Islamic University (PTAIS) in Indonesia. The method used to analysed this is content analysis. The theory used is the theory of total quality management (TQM) which is adapted with PTAIS institutional conditions. The findings showed that The strategy to develop the quality of Private islamic Universities should be, at least: 1) directed to The development of academic quality based on internaitonal standard, so that the academic and social needs for national and regional scale is automatically able to be met, 2) supported by a good academic atmosphere so that attempts to improve the academic quality can be run more quickly and effectively; 3) the primary support to the internationalization of Islamic education which is more humane; and establish broad international academic networking to support the human resources quality which is more superior, innovative, and productive.

This study is proposed to know the steps in implementing Total Quality Management (TQM) to form the character of students in elementary Al Irshad Al Islamiyyah 02 Purwokerto. The research used cualitative-descriptive approach. Data collection techniques used in this research were interviews, observation and documentation. Data were collected through triangulation and analyzed by using inductive data analysis techniques following three steps: namely note taking, organizing and coding. The research result shows that there are five steps taken in implementing TQM to form the character of students in elementary Al Irshad Al Islamiyyah 02 Purwokerto. First, Improving student’s character continuously. Second, establishing quality assurance for the student’s character. Third, changing the culture of schools to shape the character of the students. Fourth, changing school organization to form the character of students. Fifth, establishing the network with guardians of students in shaping the character of students.

The purpose of this study is to produce synectic learning model in order to develop students' creative thinking skills in teaching Social Studies in the Madrasah Ibtidaiyah. This research was conducted using research and development approach. Validation testing was performed in five madrasas of which the qualification are considered good, moderate and less. This study was developed by doing experiments and comparing between Synectic Learning Model (KE) and Conventional Model KK). Validation test results indicated that students' ability to think creatively was different between the test results of the experimental group (α ≤ .0001) and the control group (α ≤ .0001). The result of this study concluded that: 1) Synectic Learning Model is the learning model proposed by Gordonsynectic. The development and modifications were made based on the condition and capability of students in the l Environtment of Elementary Madrasah; 2) The Implementation of synectic learning model can improve learning conditions on the subjects of Social Studies in Elementary Madrasah; 3) synectic learning model is effective to enhance creative thinking skills and student learning outcomes on the subjects of Social Sciences, as well as improving teacher performance.

This writing describes the prossibility to have Islamic education established as transdiscipliner: that is, omitting the dichotomy between religion knowledge and general knowledge, and developing the understanding that the relatedness between the two. The method used in this study is a discourse analysis. A number of references is discussed and analysed based on the direction and purpose of the transdiscipliner concept. In fact, in the context of Islamic education, transdiscipliner curriculum that must be developed should be holistic—covering a number of problems that are closed to human and being able to develop as human resource. Human as mysterious being cannot be approached from one single discipline. Human should be understood from transdiscipline. The expected ability in Islamic education in transdiscipliner concept is the ability to view the world as a value system with its different function and task but they are still related. This connection and interconnection system should be placed in the frame of faith and good deeds.

This paper discusses the possibilities that Islamic Education needs life system as stated in the Holy Koran. This life system must consist of moral as the central theme. The method used in this study was discourse analysis. The term “ummah” which is social study is known as “kemasyarakatan (social life)” was analyzed through Islamic education so that it results in education conception with social conception. It consists of the issue that every educator needs at least three requirements that must be fulfilled in order to prepare learners to be able to achieve the position as the best people (khairu ummah): amar makruf, nahi munkar, and commitment to be loyal to Allah‟s rules. The objective of the education expected to get the guidance, victory (falah), and save from the torments. The method used was through providing evidences/ arguments, stories, wisdom, mau‟izhah, mujadilah, syufa and ishlah. The educator is the role model in the field and action. Learners are the best people as individual and group.