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Problem Pengelolaan Madrasah Aliyah dan Solusinya Ahid, Nur
ISLAMICA: Jurnal Studi Keislaman Vol 4, No 2 (2010): Islamica
Publisher : Program Pascasarjana UIN Sunan Ampel Surabaya

Many High Schools (Aliyah) in Indonesia are faced with one of the following problems: low operational expenditure, poor human resources, unsettled contract with the teachers, small number of the teachers, and poor facilities. This paper tries to speak of the practical ways to come to terms with such problems. These practical ways -some of which are related to money- are in fact ideals. These ideals in one way or another are the foundations for the practical problems that our schools face. By ideals we mean such values as determination, discipline, and right vision for the school. The paper argues that money is not a magic stick that may solve all problems. he key is that all elements of school must use the best they have to realize the best they want to achieve. Practical problems may be solved by ideals, obsessions and dreams. In a country where money is rare, the vision and orientation of our education should change the character of the educated from being money-oriented to ideals-oriented.

Konsep dan Teori Kurikulum dalam Dunia Pendidikan Ahid, Nur
ISLAMICA: Jurnal Studi Keislaman Vol 1, No 1 (2006): Islamica
Publisher : Program Pascasarjana UIN Sunan Ampel Surabaya

The concept of curriculum develops along side with the development ofeducation. It is also varied according to schools of thought and the theories it upholds.The value of curriculum cannot be looked at only from the written document. It mustalso be judged from its implementation in the classes. Curriculum is not merely a writtenteaching plan. It is also a function that operates in the classes, a guideline and regulationsfor both the milieu and activities in these classes. For this reason, curriculum can beunderstood as a set of regulations that a student must undergo in order to achievecertain degree or certificate. In the meantime, theory is a set of statements that areorderly structured in a way that give functional meaning to a series of events. The theoryof curriculum includes: the concept of curriculum, its assignment, development, design,implementation and evaluation. There are three concepts however in relation to curriculum,namely (1) curriculum as a substance, (2) curriculum as a system, and (3) curriculum asa field of study. Concerning the later, curriculum has become the subject of study by theexperts in the field of education and teaching. The aim of curriculum as a field of studyis to develop a science of curriculum and its system.

Madrasah Sebagai Institusi Pendidikan: Sejarah Pertumbuhan dan Perkembangannya Nur Ahid
Tribakti: Jurnal Pemikiran Keislaman Vol. 20 No. 1 (2009): Jurnal Tribakti
Publisher : Institut Agama Islam Tribakti (IAIT) Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/tribakti.v20i1.91

Madrasah sebagai institusi pendidikan atau tempat belajar yang disebut dengan nama Kuttab sudah ada pada masa Nabi Muhammad SAW. dan sudah berjalan terutama di seputar masjid, sufah dan rumah. Sedangkan madrasah sebagai institusi pendidikan formal sebagaimana yang kita kenal sekarang ini mulai ada pada tahun 1066-7 M, yaitu madrasah Niz}amiyah yang didirikan oleh Niz}am al-Mulk, perdana menteri Dinasti Saljuk. Sejarah pertumbuhan dan perkembangan madrasah di Indonesia dapat di bagi kepada tiga fase, yaitu: pertama, sejak mulai tumbuhnya pendidikan Islam sejak awal masuknya Islam ke Indonesia sampai munculnya zaman pembaharuan pendidikan Islam di Indonesia, kedua, sejak masuknya ide-ide pembaharuan pendidikan Islam di Indonesia, dan ketiga, sejak diundangkannya Undang-Undang Sistem Pendidikan Nasional (UU No. 2 Tahun 1989 dan dilanjutkan dengan UU No. 20 tahun 2003)

Madrasah Sebagai Institusi Pendidikan: Sejarah Pertumbuhan dan Perkembangannya Nur Ahid
Tribakti: Jurnal Pemikiran Keislaman Vol. 20 No. 1 (2009): Jurnal Tribakti
Publisher : Universitas Islam Tribakti (UIT) Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/tribakti.v20i1.91

Madrasah sebagai institusi pendidikan atau tempat belajar yang disebut dengan nama Kuttab sudah ada pada masa Nabi Muhammad SAW. dan sudah berjalan terutama di seputar masjid, sufah dan rumah. Sedangkan madrasah sebagai institusi pendidikan formal sebagaimana yang kita kenal sekarang ini mulai ada pada tahun 1066-7 M, yaitu madrasah Niz}amiyah yang didirikan oleh Niz}am al-Mulk, perdana menteri Dinasti Saljuk. Sejarah pertumbuhan dan perkembangan madrasah di Indonesia dapat di bagi kepada tiga fase, yaitu: pertama, sejak mulai tumbuhnya pendidikan Islam sejak awal masuknya Islam ke Indonesia sampai munculnya zaman pembaharuan pendidikan Islam di Indonesia, kedua, sejak masuknya ide-ide pembaharuan pendidikan Islam di Indonesia, dan ketiga, sejak diundangkannya Undang-Undang Sistem Pendidikan Nasional (UU No. 2 Tahun 1989 dan dilanjutkan dengan UU No. 20 tahun 2003)

Madrasah curriculum development Rovi'i, Abdul; Ahid, Nur; Arif Musafak, Muhammad; Kurniadi, Yanwar
Educenter : Jurnal Ilmiah Pendidikan Vol. 2 No. 2 (2023): Educenter : Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v2i2.768

The development of madrasah curriculum in Indonesia has undergone various transformations since the colonial period until now. The purpose of this research is to find out the development of madrasah curriculum in Indonesia. The research method used by researchers is library research. Based on the analysis, it can be concluded that the development of madrasah curriculum in Indonesia has undergone significant changes, especially after Indonesia's independence. The Indonesian government issued various policies to advance education in Indonesia, including Islamic religious education and madrasah. One of the policies issued is the integration between the general education curriculum and Islamic religious education in madrasas. The government can provide adequate financial support and experts for madrasah curriculum development. The community can support through active participation in educational activities, such as providing educational facilities and infrastructure. The industrial world can provide support in the form of internship programs and cooperation with madrasah to improve student skills. In the development of madrasah curriculum in Indonesia, there have been significant changes and developments since the establishment of Madrasah Aliyah in 1945. The currently implemented madrasah curriculum, the 2013 curriculum, has integrated general and religious education in a more balanced manner.

Peran Guru dalam Pengembangan Kurikulum Pembelajaran Abdullah, Ahmad Afif; Ahid, Nur; Fawzi, Tanya; Muhtadin, Muhammad Akhsanul
TSAQOFAH Vol 3 No 1 (2023): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v3i1.732

The curriculum as an instructional design occupies a very strategic place in all aspects of educational activities. Given the importance of curriculum development in education, the preparation must refer to a solid foundation. The basis for program formation is not only needed for program designers (macro) or programmers, who are often called ideal programs, but also must be understood and used as a basis for implementing (micro) study programs, especially pedagogical advisers, teachers and other stakeholders related to management tasks. education, as a guiding tool for the implementation of educational programs at every type and level of education. With this important position, program development cannot be carried out haphazardly, but must be based on different considerations, or on the basis of taking it as the basis for implementing the educational process, in order to facilitate its implementation more efficiently and effectively. effective programme. effective educational and learning goals. As a professional teacher, a teacher must not only have professional competence but also professional knowledge and skills. Teachers must master or understand curriculum and textbooks as tools to promote teaching and learning. Many people think that being an educator is easy, but being a teacher requires understanding and developing curriculum.

Studi Literatur: Analisis Kritis Sistem dan Perkembangan Kurikulum di Indonesia Shofiyah, Shofiyah; Ahid, Nur; Hasanah, Uswatun; Nurhidayati, Nurhidayati; Hamid, Fika Sirojul
JEID: Journal of Educational Integration and Development Vol. 3 No. 4 (2023)
Publisher : Education Mind Based Development Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55868/jeid.v3i4.300

Madrasah tunduk pada hukum pendidikan yang berpedoman pada ajaran yang sesuai dengan ketentuan alam semesta Indonesia yang berusaha untuk mampu mengembangkan kemampuan internal perwakilan panti asuhan sehingga mempunyai kecakapan hidup dengan menggunakan kecerdasan spiritual, intelektual, emosional dan kebajikan yang mulia, beserta segala kecerdasan yang diterimanya sangat dibutuhkan oleh batin masyarakat, ibu dan alam semesta. Penelitian ini bertujuan untuk mendeteksi bagaimana rotasi kurikulum sekolah pada era pra-legitimasi terjadi pada era pasca-legitimasi. Jenis analisis yang digunakan adalah analisis deskriptif kualitatif. Teknik penelitian berupa observasi, wawancara dan dokumentasi. Untuk mendeteksi rotasi program studi madrasah di Indonesia belum tergerak sejak akar memori infiltrasi ajaran Islam berkembang dari masa pra relaksasi hingga saat ini. Dari segi skenario, program studi madrasah mempunyai kontras yang berbeda-beda, tergantung pada situasi dan kondisi yang lahir di berbagai tempat. Perbedaan yang kontras pada program studi yang terdaftar terbagi menjadi 3 periode, yaitu: 1). Kurikulum Madrasah hadir pada sepuluh dekade penjajahan Belanda, 2). Kurikulum Madrasah mempunyai kelonggaran sepuluh dekade, 3). Kurikulum Madrasah sudah ada pada masa Orde Baru, dan 4). Kurikulum Madrasah hadir pada masa reformasi. Kurikulum madrasah berbentuk program studi yang terorganisir, meskipun masih cukup sederhana, apalagi setelah adanya langkah modernisasi masif yang dibawa oleh sap-percha pencetus kewarganegaraan yang mencontoh Timur Tengah. Pasca keringanan, program studi madrasah secara civic mempunyai bentuk yang terstruktur dan berkembang dengan semangat keinginan dan perputaran zaman muncullah program studi yang serupa dengan saat ini.

Analisis Dan Perbandingan Kurikulum Indonesia Abad Ke – 20 Fuad, Fitri Qurrota A’yunin; Lailiyah, Shefy Badrul; Wahyono, Argo Adi; Ahid, Nur
JoEMS (Journal of Education and Management Studies) Vol 6 No 3 (2023): Juni
Publisher : Universitas KH. A. Wahab Hasbullah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/joems.v6i3.938

The purpose of this study is to understand the development of the curriculum in Indonesia from year to year (2004 Curriculum - Merdeka Curriculum), then to know the advantages of the curriculum in Indonesia from year to year (2004 Curriculum - Merdeka Curriculum) and to know the shortcomings of the curriculum in Indonesia from year to year (2004 Curriculum - Merdeka Curriculum). The type of research used in this research is library research which is based on literature review/content analysis and refers to documents or records as its data source with a qualitative descriptive design. The results of this study can be seen in the fact that curriculum changes are a form of influence from changes in the law on the national education system. The curriculum as a set of educational plans needs to be developed dynamically in accordance with the demands and changes that occur in society. The entire national curriculum is designed based on the same foundation, namely Pancasila and the 1945 Constitution, the difference is in the main emphasis of educational goals and approaches in realising them. In the history of curriculum development in Indonesia in the 20s, four times were recorded, namely since 2004, the national curriculum changed from 2004, 2006, 2013 and the independent curriculum as the current policy. Each curriculum has advantages and disadvantages. And this curriculum can change at any time according to the needs of Indonesian education.

Perkembangan Kurikulum Pendidikan Di Indonesia: Prinsip Dan Faktor Yang Mempengaruhi Marzuqi, Badrul Munir; Ahid, Nur
JoIEM (Journal of Islamic Education Management) Vol. 4 No. 2 (2023)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/joiem.v4i2.1284

Abstract The curriculum is a key in the implementation of educational activities because it relates to determining the direction, content and process of education, which ultimately determines the types and qualifications of graduates of an educational institution. Curriculum development is a must as a form of positive-conceptual response considering the influence of scientific and technological developments, which are in line with the increasingly complex developments of the era. History records that there were eleven changes to the post-independence Indonesian curriculum, starting from the 1947 lesson plan curriculum, then the 1952 unraveled lesson plan curriculum, the 1964 education plan curriculum, the 1968 curriculum, the 1975 curriculum with the term unit of study, the 1984 curriculum with the CBSA concept, the 1994 curriculum, the 2004 KBK curriculum, the KTSP curriculum, the 2013 curriculum and most recently the independent curriculum. Curriculum development must be based on principles that include general principles in the form of principles of relevance, flexibility, effectiveness, efficiency, continuity, goal-oriented, lifelong education, synchronization, integrity, objectivity, and democracy. Specific principles include setting goals, content, learning experiences, and assessment. Factors that influence curriculum development include university factors, community factors and societal values or norms. In addition, there are philosophical, psychological, socio-cultural, political, state development and world development, as well as science and technology factors. Abstrak Kurikulum merupakan sebuah kunci dalam pelaksanaan kegiatan pendidikan karena berkaitan dengan penentuan arah, isi dan proses pendidikan yang pada akhirnya menentukan macam dan kualifikasi lulusan suatu lembaga pendidikan. Pengembangan kurikulum merupakan satu keharusan sebagai bentuk respon positif-konseptual mengingat pengaruh perkembangan ilmu pengetahuan dan teknologi yang sejalan dengan perkembangan zaman yang semakin kompleks. Sejarah mencatat ada sebelas kali perubahan kurikulum pasca kemerdekaan Indonesia, mulai dari kurikulum rencana pelajaran 1947, kemudian menjadi kurikulum rencana pelajaran terurai 1952, kurikulum rencana pendidikan 1964, kurikulum 1968, kurikulum 1975 dengan istilah satuan pelajaran nya, kurikulum 1984 dengan konsep CBSA, kurikulum 1994, kurikulum KBK tahun 2004, kurikulum KTSP, Kurikulum 2013 dan yang terbaru kurikulum merdeka. Pengembangan kurikulum harus berdasarkan pada prinsip-prinsip yang meliputi prinsip-prinsip umum berupa prinsip relevansi, fleksibilitas, efektivitas, efisiensi, kontinuitas, berorientasi pada tujuan, pendidikan seumur hidup, sinkronisasi, integritas, objektivitas, demokrasi. Prinsip khusus meliputi penyusunan tujuan, isi, pengalaman belajar, dan penilaian. Faktor-faktor yang mempengaruhi pengembangan kurikulum diantaranya faktor perguruan tinggi, faktor masyarakat dan faktor nilai atau norma masyarakat. Selain itu ada faktor filosofis, psikologis, sosial budaya, politik, pembangunan negara dan perkembangan dunia, serta ilmu pengetahuan dan teknologi.

The Implementation of Merdeka Belajar Policy in East Java Ahid, Nur; Sufirmansyah, Sufirmansyah
Didaktika Religia Vol. 10 No. 1 (2022): June
Publisher : Postgraduate Program, State Islamic Institute (IAIN) Kediri, Indonesia

This article aims to reveal the planning, implementation, constraints, and solutions of Merdeka Belajar policy in East Java. This article was written based on field research using a qualitative case study approach. Data were collected through interviews, observation, and documentation. Furthermore, the data were analyzed using the Miles-Huberman version of the interactive qualitative data analysis technique. This article concludes that the planning for the implementation of Merdeka Belajar policy in East Java is carried out through two activities. The first activity was the socialization of the four pillars of Merdeka Belajar from the Indonesian Ministry of Education and Culture. The second activity is to prepare infrastructure such as Dapodik and e-learning systems to support the implementation of the Merdeka Belajar policy. Then, Merdeka Belajar in East Java was implemented through three concrete steps. The first is to carry out the instructions of the Ministry of Education and Culture as optimally as possible under the capabilities of each institution. The second is to join the Motivating School program. The third is optimizing the implementation of student-centered online learning. The implementation of Merdeka Belajar in East Java encountered two main obstacles. The first is the uneven understanding and readiness of teachers in applying the concept of Merdeka Belajar. The second is the delay in the implementation of online learning due to the varied economic backgrounds of the parents of students and the uneven readiness of institutions in conducting online learning. Two solutions are carried out to overcome the obstacles faced in the implementation of Merdeka Belajar in East Java. The first is to strengthen teachers' understanding of the concept and implementation of Merdeka Belajar through outreach activities and workshops. The second is conducting limited face-to-face learning while working on the implementation of blended learning.

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