scholarly journals TRANSMISI PENDIDIKAN KEAGAMAAN TERHADAP KEBUDAYAAN MASYARAKAT DEMAK PERSPEKTIF ANTROPOLOGI

2016 ◽  
Vol 11 (1) ◽  
Author(s):  
Thoifuri Thoifuri
Keyword(s):  
Social Change ◽  
Religious Education ◽  
Cultural Transmission ◽  
Formal Education ◽  
Inductive Method ◽  
Religious Institutions ◽  
Community Needs ◽  
Learning School ◽  
Culture Education

<p>Penelitian ini memiliki tujuan untuk mengetahui proses transmisi pendidikan keagamaan dan kebudayaan dalam  masyarakat Demak  dalam konteks  antropologis dengan  jenis  historis- naturalistik.   Penelitian   ini  menggunakan metode kualitatif dengan metode induktif sebagai analisis data. Hasil dari penelitian ini berupa transmisi pendidikan keagamaan dan kebudayaan di masyarakat Demak dalam Pendidikan Keagamaan Pesantren. Dalam prosesnya menekankan belajar usia sekolah 7- 24 tahun, melengkapi sarana pendidikan dan memacu masyarakat dalam pendidikan non-formal (pesantren), memacu minat baca dan tulis masyarakat Demak yang dibungkus dengan semangat kehidupan religius, menerapkan sistem keyakinan, memelihara sistem ritus dan upacara, dst. Implikasinya terhadap kebudayaan masyarakat Demak berupa kualitas Sumber Daya Manusia,  toleransi kehidupan beragama,  tumbuh  suburnya lembaga keagamaan sebagai  <em>agent </em><em>of social change</em>. Implikasi  ini dengan menerapkan kurikulum yang bercorak Islami,  ketaatan pada Allahs  sesuai kebutuhan masyarakat, menghindari kontradiksi, memperhatikan perkembangan psikologis, dan penggunaan metode pembelajaran yang fleksibel.</p><p><strong>Kata Kunci: Transmisi, Kebudayaan, Pendidikan, Agama.</strong></p><p><em>The purpose of this study was to determine the transmission of </em><em>r</em><em>e</em><em>l</em><em>i</em><em>g</em><em>io</em><em>us </em><em>educat</em><em>ion </em><em>a</em><em>n</em><em>d culture in Demak society in the context of historical anthropological types-naturalistic. This study uses qualitative  methods with inductive method for the data analysis. The results of this study in the form of religious education and cultural transmission in Demak society in Religious Education Pesantren. In the process emphasizes learning school aged 7- 24 years, completing facilities and spur public education  in non-formal  education  (schools), stimulate interest in reading and writing Demak  society wrapped in a spirit of religious life, implemented  a system of beliefs, rites and ceremonies maintain systems, ff. Implications Demak  cultural community  in the form of quality of Human Resources, religious tolerance, the  flourishing  of religious institutions  as an agent of social change. The implications of this by applying a patterned Islamic curriculum, obedience to God according to community needs, avoid contradictions, pay attention to psychological development, and the use of flexible learning methods.</em></p><p><strong><strong><em>Keywords</em></strong>:  <em>Transmission, Culture, Education, </em><em>Religion</em><br /></strong></p>

scholarly journals Pendidikan Multikultural: Landasan Religius dan Filosofis

2019 ◽  
Author(s):  
pascasarjana kls A
Keyword(s):  
Education Policy ◽  
Religious Education ◽  
Formal Education ◽  
The Government ◽  
Made In

The quality of understanding religion in society includes, inter alia, the implementation of religious education in formal education institutions. There is nothing wrong if these factors are studied on an ongoing basis because religious education is given to all levels of formal education from elementary to tertiary levels. This policy has been going on for decades. Much progress has been made in the religious field after the implementation of the religious education policy was implemented by the government.

scholarly journals PENGEMBANGAN MASYARAKAT LOKAL BERBASIS MAJELIS TAKLIM DI KECAMATAN MIJEN KOTA SEMARANG

2019 ◽  
Vol 38 (1) ◽  
pp. 1
Author(s):  
Agus Riyadi
Keyword(s):  
Religious Education ◽  
Formal Education ◽  
Action Plan ◽  
Education Institution ◽  
Religious Institutions ◽  
Community Based ◽  
Self Help ◽  
Alternative Action ◽  
Preliminary Study ◽  
Democratic Principles

<p><em>Majlis taklim is a vehicle for strong interaction and communication between ordinary people with the mualim (teacher), and between fellow members of the assemblies taklim without being limited by place and time. Thus the majlis taklim become an alternative religious education institution for those who do not have enough energy, time, and opportunity to study the religion in formal education. This is what makes the majlis taklim has its own value compared to other religious institutions. Therefore, the development of teaching-based community-based society gives emphasis on process-oriented goals (process goals) where the community in this case is the board and teachers majelis taklim tried to be integrated and developed capacity in an effort to prevent their own problems and problems in the community, comparatively based on the willingness and ability to help oneself (self help) in accordance with democratic principles. The stages used to conduct community development based on majelis taklim through several stages, namely; preliminary study on the picture of majelis taklim, identification of problem and potential of majelis taklim, preparation of alternative action plan, structuring and implementation of action program, and evaluation</em></p><p align="center">****</p>Majelis taklim merupakan wahana interaksi dan komunikasi yang kuat antara masyarakat awam dengan para mualim, dan antara sesama anggota jamaah majelis taklim tanpa dibatasi oleh tempat dan waktu. Dengan demikian majelis taklim menjadi lembaga pendidikan keagamaan alternatif bagi mereka yang tidak memiliki cukup tenaga, waktu, dan kesempatan menimba ilmu agama dijalur pandidikan formal. Inilah yang menjadikan majelis taklim memiliki nilai tersendiri dibanding lembaga-lembaga keagamaan lainnya. Oleh karena itu pengembangan masyarakat berbasis majelis taklim memberikan penekanan pada tujuan yang berorientasi pada proses <em>(process goal)</em> dimana masyarakat yang dalam hal ini adalah para pengurus dan pengajar majelis taklim dicoba untuk diintegrasikan serta dikembangkan kapasitasnya dalam upaya mencegah masalah mereka sendiri serta masalah di masyarakat, secara komparatif berdasarkan kemauan dan kemampuan menolong diri sendiri <em>(self help)</em> sesuai dengan prinsip-prinsip demokratis. Adapun tahapan-tahapan yang digunakan untuk melakukan pengembangan masyarakat berbasis pada majelis taklim melalui beberapa tahapan, yaitu;<em> </em>studi pandahuluan tentang gambaran majelis taklim, identifikasi masalah dan potensi majelis taklim, penyusunan alternative rencana aksi, penataan dan pelaksanaan program aksi, dan evaluasi.

scholarly journals PENGARUH PONDOK MODERN ASSALAM TERHADAP PERUBAHAN SOSIAL KEAGAMAAN MASYARAKAT SEKITARNYA

2011 ◽  
Vol 12 (2) ◽  
pp. 347
Author(s):  
Anisah Indriati
Keyword(s):  
Social Change ◽  
Child Development ◽  
Religious Education ◽  
Boarding School ◽  
The Other ◽  
The People ◽  
The One ◽  
Type Of School

The article deals with the effect of Pesantren (Islamic boarding school) to social change, a case study in Assalam boarding school in Temanggung. The interaction and integration of the internal PMA on the one hand, and Gandokan district on the other are proven by the enthusiasm of the people sent their children to PMA’s schooling. Some have come to realize that religious education is very important to child development. Moreover, they believe that sending their children to PMA or other pesantren meant their children could get the same quality of non-religious lesson compared to other type of school.

scholarly journals The Unique Characteristic of Teacher Development in Mu’adalah Pesantren of East Java

2019 ◽  
Vol 3 (2) ◽  
pp. 67
Author(s):  
Imron Fauzi
Keyword(s):  
Teacher Development ◽  
Formal Education ◽  
Basic Assumption ◽  
Boarding School ◽  
Phenomenological Approach ◽  
Boarding Schools ◽  
Qualified Teachers ◽  
Community Needs ◽  
Recruitment And Selection

The community needs, the demands for policy, the education system in pesantren have undergone many changes overtimes. However, it was a fact that the community has acknowledged the quality of pesantren graduates. The basic assumption for this was that pesantren graduates have proven sufficient quality because they were educated by qualified teachers. This article examined Teacher Development in Islamic boarding schools (pesantren) including the model of Teacher Development implementation, the barriers, and their impacts. This study applied a phenomenological approach.  This study applied a qualitative method by applying the Multi-Site Study at Al-Amien Islamic Boarding School Sumenep, Sidogiri Pasuruan Islamic Boarding School, and Baitul Arqom Islamic Boarding School of Jember, East Java. This study found that the focus of Teacher Development in Islamic boarding schools was unique and more effective than that of the theory of formal teacher development management and formal education institutions which tended to underlined the administrative, bureaucratic and formalistic aspects.  The implementation of the management in mu’adalah pesantren was started from planning, recruitment and selection stages, development and coaching comprehensively covered by spiritual and substantial elements.

Korelasi kreativitas dan motivasi kerja guru terhadap peningkatan mutu pembelajaran

2016 ◽  
Vol 1 (1) ◽  
pp. 51
Author(s):  
Muh Nashiruddin ◽  
Anharurrohman El Muhammadi
Keyword(s):  
Religious Education ◽  
Work Motivation ◽  
Sampling Technique ◽  
Islamic Education ◽  
Learning Improvement ◽  
Average Value ◽  
Teacher Creativity ◽  
Teacher Work ◽  
And Behavior

Penelitian ini bertujuan untuk mengetahui korelasi antara: 1) kreativitas guru PAI terhadap peningkatan mutu pembelajaran Pendidikan Agama dan Budi Pekerti , 2) motivasi kerja guru PAI terhadap peningkatan mutu pembelajaran Pendidikan Agama dan Budi Pekerti , dan 3) kreativitas dan motivasi kerja guru terhadap peningkatan mutu pembelajaran Pendidikan Agama dan Budi. Penelitian ini menggunakan metode deskripsi korelasional dengan melibatkan 33 orang sampel yang dipilih secara dengan metode sensus. Teknik pengumpulan data dilakukan dengan angket/kuesioner. Teknikanalisis data diawali dengan uji prasyarat yaitu uji normalitas dan linieritas. Uji hipotesis menggunakanuji regresi sederhana danuji regresi ganda. Hasil penelitian menunjukkan ; 1) Kreativitas guru berpengaruh terhadap peningkatan mutu pembelajaran Pendidikan Agama Islam dan Budi Pekerti. 2) motivasi kerja guru berpengaruh terhadap peningkatan mutu pembelajaran Pendidikan Agama Islam dan Budi Pekerti. 3) kreativitas guru dan motivasi kerja guru secara bersama-sama atau simultan berpengaruh terhadap mutu pembelajaran. Hasil analisis juga menunjukkan bahwa rata-rata nilai dari ketiga variabel tersebut hanya dapat dimasukkan dalam kategori sedang, sehingga untuk meningkatkan kinerja guru dalam mengajar perlu diperhatikan faktor-faktor lain seperti: gaji, jaminan kerja, jaminan hari tua, penghargaan atas prestasi kerja, dan sebagainya. Kata kunci: kreativitas, motivasi, mutupembelajaran Abstract [The Relationship Between Teachers’ Creativity and Motivation Toward Learning Improvement]. This research aim at determine the correlation between the creativity of teachers on the improvement of learning quality of religious education and behavior, the work motivation of teachers on the improvement of learning quality of religious education and behavior, and the creativity and the work motivation of eachers on the improvement of learning quality of religious education and behavior. This research employed a method of correlation description with 33 Islamic education teacher were selected as sample by means of census sampling. Technique of collecting data employed questionnaire. Technique of data analysis began with prerequisite of normality and linearity. Hypothesis used test of simple regression and double regression.The study revealed that teacher creativity affects on the improvement of learning quality of religious education and behavior, as well as teacher work motivation affects on the improvement of learning quality of religious education and behavior. Futhermore, analysis show that teacher creativity as well as teacher work motivation affects simultaneously on the learning quality of Islamic Education. In conclusion, the average value of those three variables may be only included into medium category. Thus, to increase teacher performance, it needs other factors, such as; salary, job guarantee, pension, appreciation of work achievement, etc. Keywords: Creativity, Motivation, Learning Quality

STUDI ANALISIS DAMPAK PADEMI COVID-19 TERHADAP EKSISTENSI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI INDONESIA

Edupedia ◽  
2020 ◽  
Vol 5 (1) ◽  
pp. 45-53
Author(s):  
Ilzam Dhaifi
Keyword(s):  
Online Education ◽  
Religious Education ◽  
Virtual Classroom ◽  
Education Services ◽  
Religious Consciousness ◽  
The Core ◽  
Equal Education ◽  
The World ◽  
The Government

The world has been surprised by the emergence of a COVID 19 pandemic, was born in China, and widespread to various countries in the world. In Indonesia, the government issued several policies to break the COVID 19 pandemic chain, which also triggered some pro-cons in the midst of society. One of the policies government takes is the closure of learning access directly at school and moving the learning process from physical class to a virtual classroom or known as online learning. In the economic sector also affects the parents’ financial ability to provide sufficient funds to support the implementation of distance learning applied by the government. The implications of the distance education policy are of course the quality of learning, including the subjects of Islamic religious education, which is essentially aimed at planting knowledge, skills, and religious consciousness to form the character of the students. Online education must certainly be precise, in order to provide equal education services to all students, prepare teachers to master the technology, and seek the core learning of Islamic religious education can still be done well.

Islam dan Pluralisme Pendidikan Agama

2021 ◽  
Vol 13 (2) ◽  
pp. 301-316
Author(s):  
Hasruddin Dute
Keyword(s):  
Religious Education ◽  
Education System ◽  
Quality Of Education ◽  
Moral Value ◽  
Formal Institution ◽  
Library Research ◽  
Source Of Information

This study aims to explain Pluralism and Islam as inseparable entities. Can be distinguished conceptually but cannot be separated in real reality. The method used. The method used in this research is library research, or can be used in library materials as a source of information to answer problems about educators in education. Islam and Religious Education Pluralism make religion a concept to create a sense of unity in the realm of ukhuwah basyariyah in advancing and improving the quality of education; Therefore, it is the education system that makes religion a moral value and not a formal institution that is formed. Penelitian bertujuan untuk menjelaskan Pluralisme dan Islam sebagai entitas yang tidak bisa dipisahkan. Dapat dibedakan secara konseptual namun tidak bisa dipisahkan dalam realitas nyata. Metode yang dipakai. Metode yang dipakai di dalam penelitian ini adalah penelitian kepustakaan, atau dapat digunakan dalam bahan pustaka sebagai sumber informasi untuk menjawab permasalahan tentang pendidik dalam pendidikan. Islam dan Pluralisme Pendidikan Agama menjadikan agama sebagai konsep untuk menimbulkan rasa persatuan dalam ranah ukhuwah basyariyah dalam memajukan dan meningkatkan mutu pendidikan; Oleh karena itu, sistem pendidikanlah yang menjadikan agama sebagai nilai moral dan bukan lembaga formal yang terbentuk.  

scholarly journals Implications of the political character of education to the management of public schools

2002 ◽  
Vol 28 (2) ◽  
pp. 11-23 ◽  
Author(s):  
Vitor Henrique Paro
Keyword(s):  
Public Schools ◽  
Social Practice ◽  
Management Practice ◽  
School Management ◽  
Political Dimension ◽  
Broad Concept ◽  
Living Together ◽  
Culture Education ◽  
Political Character

Starting from a broad conception of politics - transcending the mere struggle for power, and identifying politics with a human-social practice that has the purpose of making possible the living together of groups and people - the article elaborates an equally broad concept of democracy that, not being restricted to its parliamentary or electoral meaning, is understood as a social practice that builds the free and peaceful coexistence of individuals and groups that assert themselves as historical agents. Taken then as a historical-cultural actualization through which takes place the construction of the historical man through the acquisition of culture, education has its political dimension highlighted precisely because of this ability to endow the human being with their historical and plural condition, due to which they necessarily have to live with other individuals and groups. By analyzing the dialogic and reinforcing character of the subjectivity of the educated, through which the authentic education must take place in order to be coherent with its function of builder of the historical man, the work seeks to bring forward the nature of the education process not just as political practice but also as an intrinsically democratic practice. Within this framework the article considers the implications of this political and democratic condition to the quality of teaching, to the school management practice, and to the studies in school management.

Practitioner perspectives on learning for social change through non-formal global citizenship education

2017 ◽  
Vol 13 (1) ◽  
pp. 81-97 ◽  
Author(s):  
Eleanor J Brown
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Transformative Learning ◽  
Citizenship Education ◽  
Critical Reflection ◽  
Formal Education ◽  
Global Citizenship ◽  
Small Individual ◽  
Global Citizenship Education ◽  
The Social

This article engages with debates about transformative learning and social change, exploring practitioner perspectives on non-formal education activities run by non-governmental organisations. The research looked at how global citizenship education practitioners met their organisation’s goals of change for social justice through educational activities. This education is sometimes criticised for promoting small individual changes in behaviour, which do not ultimately lead to the social justice to which it pertains to aim. Findings suggest that this non-formal education aims to provide information from different perspectives and generate critical reflection, often resulting in shifts in attitudes and behaviour. While the focus is often on small actions, non-formal spaces opened up by such education allow for networks to develop, which are key for more collective action and making links to social movements. Although this was rarely the focus of these organisations, it was these steps, often resulting from reflection as a group on personal actions, which carried potentially for social change.

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