FROM SCHOOL TO UNIVERSITY: INSTITUTIONAL "BRIDGES" TO EDUCATIONAL SUCCESS

HAKEKAT PENDIDIK DALAM PANDANGAN ISLAM

Jurnal Kependidikan ◽

10.24090/jk.v2i2.550 ◽

1970 ◽

Vol 2 (2) ◽

pp. 15-29

Author(s):

Mukroji Mukroji

Keyword(s):

End Of Life ◽

Human Life ◽

Islamic Education ◽

Educational Success ◽

The People

Basically, Islamic education is a continuous, sustainable, and everlasting process of human life. Duties and functions of education are targeted at learners who continue to grow and evolve dynamically, starting from the womb until the end of life. Educational success cannot be separated from the educators, who are essentially the people having the responsibility to educate, guide, direct and lead their learners to get of success both in this world and in the hereafter. Therefore, qualified educators and professionals should have specific criteria and requirements that must be met in order to achieve the purpose of life, and also the properties that adorn his personal duty and responsibility as educators in the view of Islam. A good educator is a person who pays attention to the duties and responsibilities to the students, based on faith and piety to God, and also able to develop the potentials of either the inner or outer (physical, psychological, and spiritual). Pada hakikatnya, pendidikan Islam adalah suatu proses yang berlangsung secara kontinyu dan berkesinambungan dalam kehidupan manusia dan berlangsung sepanjang hayat. Tugas dan fungsi pendidikan memiliki sasaran pada peserta didik yang senantiasa tumbuh dan berkembang secara dinamis, mulai dari kandungan sampai akhir hayatnya dan keberhasilan pendidikan tidak lepas dari aspek pendidik. Pendidik pada hakekatnya adalah orang yang telah mendapatkan amanat dan mempunyai tanggung jawab dunia akherat dalam mendidik, membimbing, mengarahkan dan mengantarkan peserta didik ke gerbang kesuksesan baik di dunia maupun di akherat. Oleh karena itu untuk menjadi pendidik yang berkualitas dan profesional harus memiliki kriteria dan persyaratan tertentu yang harus dipenuhi dalam rangka pencapaian tujuan hidup dan juga sifat-sifat yang menghiasi pribadinya dalam menjalankan tugas dan tanggungjawab sebagai pendidik dalam pandangan Islam. Pendidik yang baik adalah pendidik yang memperhatikan tugas dan tanggung jawabnya terhadap peserta didik, yang dilandasi iman dan taqwa kepada Allah SWT, dan juga mampu mengembangkan potensi yang ada baik lahir maupun batin (jasmani, psikis, maupun rohani).

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Advocating for Transgender and Non-Binary Affirmative Spaces in Graduate Education

10.31234/osf.io/haqwg ◽

2020 ◽

Author(s):

Douglas Knutson ◽

Em Matsuno ◽

Chloe Goldbach ◽

Halleh Hashtpari ◽

Nathan Grant Smith

Keyword(s):

Graduate Students ◽

Graduate Education ◽

Undergraduate Students ◽

Ecological Model ◽

Well Being ◽

Educational Success ◽

Post Secondary Education ◽

Identity Exploration ◽

Post Secondary ◽

Social Ecological

Nearly 50% of graduate students report experiencing emotional or psychological distress during their enrollment in graduate school. Levels of distress are particularly high for transgender and non-binary graduate students who experience daily discrimination and marginalization. Universities and colleges have yet to address and accommodate the needs and experiences of transgender and non-binary graduate students. Given the multitude of challenges these students may face, educational settings should not present additional barriers to educational success and well-being. In an effort to improve graduate education for transgender and non-binary students, we add to the existing scholarship on affirming work with transgender undergraduate students by addressing the unique concerns of graduate students. We utilize a social-ecological model to identify sources of discrimination in post-secondary education and to provide transgender- and non-binary-affirming recommendations at structural, interpersonal, and individual levels. For practitioners who wish to do personal work, we provide guidance for multicultural identity exploration. A table of recommendations and discussion of ways to implement our recommendations are provided.

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Book Reviews

Boyhood Studies ◽

10.3167/bhs.2019.120107 ◽

2019 ◽

Vol 12 (1) ◽

pp. 97-112

Author(s):

Erica Morales ◽

Alex Blower ◽

Samantha White ◽

Angelica Puzio ◽

Matthew Zbaracki

Keyword(s):

North Carolina ◽

Young Adult ◽

Justice System ◽

Juvenile Justice System ◽

Black Children ◽

Educational Success ◽

Urban Schooling ◽

Chapel Hill ◽

John Gray

Ingram, Nicola. 2018. Working-Class Boys and Educational Success: Teenage Identities, Masculinities, and Urban Schooling. London: Palgrave Macmillan.Pinkett, Matt, and Mark Roberts. 2019. Boys Don’t Try? Rethinking Masculinity in Schools. London: Routledge.Agyepong, Tera Eva. 2018. The Criminalization of Black Children: Race, Gender, and Delinquency in Chicago’s Juvenile Justice System, 1899–1945. Chapel Hill: University of North Carolina Press.Farrell, Warren, and John Gray. 2018. The Boy Crisis. Dallas, TX: BenBella Books.Potter, Troy. 2018. Books for Boys: Manipulating Genre in Contemporary Australian Young Adult Fiction.Wissenschaftlicher Verlag Trier.

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Educational success in a new democracy: modeling university student persistence and completion in Kosovo

Higher Education ◽

10.1007/s10734-021-00727-2 ◽

2021 ◽

Author(s):

Cassie L. Barnhardt ◽

Fatos Halilaj ◽

Hysen Bytyqi ◽

Nicholas R. Stroup

Keyword(s):

Student Persistence ◽

University Student ◽

Educational Success ◽

New Democracy

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That Wasn’t My Reality: Counter-Narratives of Educational Success as East St. Louis’ Educators “Reimagine” Savage Inequalities

Urban Education ◽

10.1177/0042085920987283 ◽

2021 ◽

pp. 004208592098728

Author(s):

Ishwanzya D. Rivers ◽

Lori D. Patton ◽

Raquel L. Farmer-Hinton ◽

Joi D. Lewis

Keyword(s):

Urban Communities ◽

Teaching And Learning ◽

Educational Success ◽

Urban Schooling ◽

Counter Narratives

East St. Louis educators provide critical counter-narratives to Jonathan Kozol’s depiction of teaching and learning in East St. Louis, Illinois in Savage Inequalities. Teachers, educators, and administrators provide a complex view of urban schooling beyond deficiency, inadequacy, and despair. Findings highlight educators’ voices as they privilege “unnamed” forms of capital (such as aspirational, navigational, social, familial, and resistant) identified by Yosso (2005) that influence their practices. Ultimately, this study provides a comprehensive and unfettered account of the meaning of teaching and learning in urban communities.

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