scholarly journals Pengembangan Standarisasi Pondok Pesantren

Nadwa ◽  
2013 ◽  
Vol 7 (1) ◽  
pp. 71 ◽  
Author(s):  
Umar Sidiq
Keyword(s):  
Informal Education ◽  
Formal Education ◽  
Educational Institution ◽  
Education Standards ◽  
Religious Knowledge ◽  
National Education ◽  
National Examination ◽  
Education Outcomes ◽  
National Education System ◽  
The Government

<p>Pesantren as a forerunner to the original Indonesian educational institution just legally recognized in 2003 through the National Education Law No. 20/ 2003. The pesantren educations that were initially oriented only on deepen-ing religious knowledge have begun to include general subjects. The inclu-sion of these subjects is expected to expand the horizons of students’ thought in which they will also take the national examination held by the govern-ment. The informal education outcomes are appreciated to be equivalent to formal education after passing the assessment of equivalency process con-ducted by agencies appointed by the government or local authorities by ref-erence to national education standards. The pesantren has a special place and position in the national education system. Therefore, the pesantren should always make improvements and increase its education quality.<br /><br /><strong>Abstrak</strong></p><p>Pesantren sebagai cikal bakal lembaga pendidikan yang asli Indonesia baru mendapat pengakuan secara yuridis pada tahun 2003 melalui UU Sisdiknas No. 20 Tahun 2003. Pendidikan pesantren yang pada mulanya hanya berorientasi pada pendalaman ilmu agama semata-mata mulai memasukkan mata pelajaran umum. Masuknya mata pelajaran ini diharapkan untuk memperluas cakrawala berpikir para santri dan biasanya pula para santri mengikuti ujian negara yang diadakan oleh pemerintah. Hasil pendidikan nonformal dapat dihargai setara dengan hasil program pendidikan formal setelah melalui proses penilaian penyetaraan oleh lembaga yang ditunjuk oleh pemerintah atau pemerintah daerah dengan mengacu pada standar nasional pendidikan. Posisi pesantren dalam sistem pendidikan nasional memiliki tempat dan posisi yang istimewa. Karena itu, sudah sepantasnya jika kalangan pesantren terus berupaya mela-kukan berbagai perbaikan dan meningkatkan kualitas serta mutu pendidikan di pesantren.<br /><br /></p>

scholarly journals The Implementation of Curriculum at Kuttab Al-Fatih Surabaya

2020 ◽  
Vol 3 (3) ◽  
pp. 174-178
Author(s):  
Muhammad Yudo ◽  
Rahmad Salahuddin
Keyword(s):  
Educational Program ◽  
Informal Education ◽  
Teaching Method ◽  
Educational Institution ◽  
Special Study ◽  
Data Presentation ◽  
National Education ◽  
Study Approach ◽  
Ancient Time ◽  
National Education System

This research describes the concept of the kuttab curriculum during the ancient time and its implementation at the lembaga pendidikan kuttab al-fatih surabaya as part of the national education system. This research is qualified as a special study approach. The data is collected using interview, observation and documents. Whereas in analyzing data it uses the concept of analysis of miles and huberman, which is data reduction, data presentation and making conclusion. This research concludes that: 1. Formerly the concept of the kuttab curriculum during the ancient time was made only to wish for allah's blessing but later developed to have a social and even material aim. Also the content of its curriculum is very simple and uses a separate curriculum pattern. 2. The concept of the kuttab curriculum which is applied at the lembaga pendidikan kuttab al-fatih surabaya contains the aim and contents of the curriculum, teaching method and the system of evaluation as well. Kuttab al-fatih educational institution surabaya also uses an informal education (pusat kegiatan belajar masyarakat/pkbm) in applying its educational program by creating an equivalence program in order to achieve the primary education diploma known as the package a diploma as part of the national education which is available in indonesia

scholarly journals Modernisasi Pesantren Menuju Sekolah Unggul

2017 ◽  
Vol 1 (2) ◽  
pp. 1
Author(s):  
Istikomah Istikomah
Keyword(s):  
Education System ◽  
Formal Education ◽  
Educational Institution ◽  
Science And Religion ◽  
Muslim Community ◽  
National Education ◽  
National Education System ◽  
General School ◽  
Religious Material

Pesantren as an Islamic educational institution which was first established in Indonesia has strong tradition root in society. At the beginning, it was established by the muslim community independently, it was nonformal and taught only religious material. However, it is now continuing to renew the pattern of formal education in the form of schools or madrasa with the standard government curriculum. The existence of pesantren is no longer considered as second class of educational institution, and not qualified, but as a prestigious educational institution because it has established schools or madrasah that are managed professionally, so its ouput and outcome have superior quality compared to general school or madrasah. Thus the existence of pesantren is now a part of the national education system that graduation has a dual advantages of the mastery of science and religion in a balanced way

SEKOLAH ISLAM TERPADU DALAM PETA SISTEM PENDIDIKAN NASIONAL

ALQALAM ◽  
2015 ◽  
Vol 32 (2) ◽  
pp. 309 ◽  
Author(s):  
Suyatno Suyatno
Keyword(s):  
Education System ◽  
Formal Education ◽  
Participant Observation ◽  
Educational Institution ◽  
Examination System ◽  
Islamic School ◽  
National Education ◽  
Islamic Schools ◽  
Islamic Movement ◽  
National Education System

Integrated Islam schools emerged as a response to dissatisfaction Islamic movement activists against the national education system in Indonesia. National education system considered in the management of education perpetuates the dualism between religion and public education. Therefore, it takes a model of alternative educational institution capable of removing any educational practice dichotomous. During its development, paradox regarding the development of integrated Islamic school when they actually have to be part of the national education system. This study aims to answer the question of how the position of integrated Islamic schools in the National Education map? This study is a qualitative case study model. Data collection methods were participant observation, in-depth interviews, and documentation. Data was analyzed using inductive-qualitative analysis. The results showed that the integrated Islamic school is an integral part of the national education system. The indications are; the adoption of the curriculum of the ministry of education and culture, use of the name of the "sekolah ", adjustment of the examination system, and certification programs by teachers of integrated Islamic school. Their willingness ro be part of the national education system is one of the Islamic movement activists attempt to do lslamization of formal education institutions in Indonesia. Keywords: Integrated Islamic Schools, lslamization, National Education System.

scholarly journals PERAN EKSTRAKURIKULER PASKIBRA UNTUK MENINGKATKAN KEDISIPLINAN SISWA DI SMPN 2 CADASARI KABUPATEN PANDEGLANG

2019 ◽  
Vol 2 (2) ◽  
pp. 158-167
Author(s):  
Ade Millatus Sa’adiyyah ◽  
Dede Rohmat Hidayat
Keyword(s):  
Extracurricular Activities ◽  
Formal Education ◽  
Educational Institution ◽  
Educational Institutions ◽  
National Education ◽  
Descriptive Research ◽  
National Education System ◽  
Using Data ◽  
Good Attitude

In accordance with the educational objectives described in the National Education System Act No. 20 of 2003, that education in Indonesia is not only intended to educating the life of the nation but also shape the character of students. To develop character and a good attitude for students an educational institution is needed. Educational institutions in Indonesia consist of formal, informal and non-formal education channels. Through extracurricular activities, it was expected to develop abilities and have discipline in students, as well as the potential and achievements of students. Extracurricular activities are expected to be able to meet the needs of students, to gain knowledge and experience that will someday be useful for students in daily life. The research was carried out at SMPN 2 Casasari with the object of the paskibra supervisor and female students. to achieve that above goals, the researcher uses a qualitative approach and presents a type of descriptive research, using data collection techniques through methods: 1) observation; 2) interviews; 3) documentation. The results of the study showed that (1) the role of the paskibra in SMPN 2 Cadasari was quite good, because there was a United Nations and there was discussion through character guidance activities so that it would improve discipline. (2) constraints faced by SMPN 2 Cadasari, paskibra there are clearly obstacles such as coming late, using attributes that are incomplete or different uniforms, late in attending extracurricular activities. (3) efforts to increase discipline in paskibra. Character guidance is conducted once a month, can shape the discipline of Paskibra members by giving advice, motivation and sharing experiences. More often participate in outside activities such as marching races.

scholarly journals DILEMMA OF FULL DAY SCHOOL IN ISLAMIC EDUCATION IN INDONESIA

2017 ◽  
Vol 5 (2) ◽  
pp. 345-360
Author(s):  
Ahmad Muzammil Kholily
Keyword(s):  
Character Education ◽  
Formal Education ◽  
Boarding School ◽  
Day School ◽  
Islamic Education ◽  
National Education ◽  
National Education System ◽  
The Government ◽  
Full Day ◽  
Basic Level

This article aims to explore the implementation of full day school in Islamic education in Indonesia. The position of Islamic education in the national education system is a kind of religious character education, so Islamic education in sisdiknas should be able to organize formal education institutions, non formal and informal, from the basic level to college, managed by the government or/and private institution. In this case, the government also creates an organizational structure in running Islamic education programs in Indonesia. Regulation of Minister of Education No. 23 of 2017 about full day school certainly contribute to the conflict of Islamic education in Indonesia because full day school is not accepted by the majority of scholars or the santri because it is realized that the regulation is problematic for Islamic education, especially madrasah diniyah , for students and teachers. Full day school (FDS) program is actually not new in education, such as boarding school education institutions. The education program at boarding school is not only Full Day School (FDS) but full years school or running for 24 hours, where the process of education is not only in formal lesson time. يهدف هذا البحث إلى اكتشاف تطبيق برنامج مدرسة يوم كامل في التربية الإسلامية بإندونيسيا. إن مكانة التربية الإسلامية في نظام التربية الوطنية كتربية الأخلاق ذات الصبغة الدينية. فلهذا، فالتربية الإسلامية في نظام التربية الوطنية تستطيع أن تدخل وتندرج في التربية الرسمية وغير الرسمية، من المرحلة الابتدائية حتى المرحلة الجامعية، منها ما تديرها الحكومة، ومنها ما تديرها الجهة الخاصة أو الأهلية. وفي هذا تضع الحكومة هيكلا تنظيميا لإجراء برنامج التربية الإسلامية بإندونيسيا. ونظام وزير التربية رقم 32 سنة 3102 عن مدرسة يوم كامل تأتي بالمشكلة في التربية الإسلامية بإندونيسيا، وذلك لأن أكثر العلماء وطلاب المعاهد الدينية لايقبلون نظام مدرسة يوم كامل، لأن هذا النظام يأتي بالمشكلة في وسط عالم التربية الإسلامية خاصة المدارس الدينية، ولم تكن المشلكة في برنامج الدراسات الدينية فحسب، وإنما مشكلة على الطلبة والمدرسين أيضا. والحديث عن نظام مدرسة يوم كامل في الحقيقة ليس أمرا جديدا في عالم التعليم، فعلى سبيل المثال نظام المعهد الديني، فالتربية فيه لم تكن يوما كاملا فحسب، وإنما سنة كاملة أو تسير طوال أربع وعشرين ساعة، حيث إن عملية التربية فيه ليست في أوقات الدراسة أو في عملية التعليم داخل الفصل فقط. Artikel ini bertujuan mengeksplorasi implementasi program full day school dalam pendidikan Islam di Indonesia. Posisi pendidikan Islam dalam system pendidikan nasional merupakan pendidikan karakter yang bersifat keagamaan, untuk itu pendidikan Islam dalam sisdiknas mampu memasuki dan menyelenggarakan lembaga pendidikan formal, non forma dan informal, baik dari tingkat dasar hingga perguruan tinggi yang kesemuanya dikelola oleh negeri dan adapula yang dikelola oleh swasta. Dalam hal ini pemerintah juga membuat struktur organisasi dalam menjalankan program pendidikan Islam di Indonesia. Peraturan menteri pendidikan Nomor 23 Tahun 2017 tentang full day school tentu menyumbang konflik pendidikan Islam di indonesia sebab full day school tersebut tidak diterima oleh mayotas kalangan ulama atapun para santri sebab disadari atau tidak peraturan menteri pendidikan tersebut hanya menjadi problem bagi dunia pendidikan Islam khususnya madrasah diniyah, tidak hanya pada program diniyahnya akan tetapi kepada para siswa dan para guru. Berbicara program full day school (FDS) sebenarnya bukan hal baru dalam dunia pendidikan, misalnya lembaga pendidikan pondok pesantren. Program pendidikan di pondok pesantren bukan hanya Full Day School (FDS) akan tetapi full years school atau berjalan selama 24 Jam, yang mana proses pendidikan tidak hanya di waktu pelajaran formal ataupun kegiatan belajar mengajar di kelas.

scholarly journals EFEKTIVITAS PROGRAM PENDIDIKAN LUAR SEKOLAH DALAM KEJAR PAKET C DI PUSAT KEGIATAN BELAJAR MASYARAKAT “VARIANT CENTRE” KELURAHAN PETEMON KECAMATAN SAWAHAN KOTA SURABAYA

2018 ◽  
Vol 20 (1) ◽  
pp. 39
Author(s):  
Wiwit Wahyuningtias Anggraini
Keyword(s):  
Formal Education ◽  
Program Effectiveness ◽  
School Education ◽  
Learning Center ◽  
Community Learning ◽  
National Education ◽  
Community Learning Center ◽  
Education And Health ◽  
National Education System ◽  
The Government

Non formal education is the path of education outside formal education can be structured and tiered. Law No. 20 of 2003 on National Education System Article 26 (1) states that non-formal education organized for citizens who require educational service that serves as a substitute for, or complement formal education in order to support lifelong education. Equitable access to adult education has become a trend (tendency) won the Society Development Index (HDI), which has three inter-related indicators, such as Economy, Education and Health. Therefore, the government tried to pursue programs to improve educational equity, one of which is with the Community Learning Center (CLC). CLC is an institution that has an important role for the Non-Formal Education.This study aims to determine and describe the effectiveness of the implementation of comprehensive school education programs (PLS) in Packet C at PKBM Variant Centre Surabaya also analyze the factors supporting and inhibiting. The research is described by using qualitative research methods and descriptive research, using the technique of collecting data through interviews, observation, and documentation. Determination of informants using purposive and snowball technique. Methods of data analysis include data reduction, data presentation, and conclusion. This study shows that the School Education Program Effectiveness in the Packet C at Community Learning Center Variant Centre is quite effective. Keywords: Effectiveness, Policy, Non Formal Education, CLC Variant Centre

scholarly journals Comparative Study on the Policy and Implementation of Non-Formal Education in Indonesia and Thailand

2021 ◽  
pp. 330-338
Author(s):  
Pujiyanti Fauziah ◽  
Yoyon Suryono ◽  
Iis Prasetyo ◽  
Gumpanat Bariboon
Keyword(s):  
Adult Learning ◽  
Informal Education ◽  
Formal Education ◽  
The Elderly ◽  
Qualitative Approach ◽  
Educational Systems ◽  
Ministry Of Education ◽  
Education Programs ◽  
National Education ◽  
National Education System

Indonesia and Thailand share similar characteristics in terms of their educational systems, and non-formal education has been developed in both countries. This research aimed to identify how the Indonesian National Qualification System policy has been implemented. The strengths and weaknesses of the two countries in their perception and adoption of non-formal and informal education programs were also examined. The transformation of non-formal and informal education into an inseparable part within the National Education System on the macro setting and the macro area was discussed. Lastly, the policies and implementation of non-formal and informal education in both countries were mapped and compared. This research applied a phenomenography qualitative approach. According to the results, Indonesia and Thailand have different terms related to non-formal education: Thailand uses the term Adult Learning and Education (ALE), which involves adult education, equality, community and the elderly. ALE in Thailand is broader because it covers several fields that are not directly within the Ministry of Education but are used as a non-formal education template for the community. Keywords: non-formal education, implementation, Thailand, Indonesia

scholarly journals Respon Masyarakat Terhadap Madrasah Takmiliyah Di Kabupaten Rejang Lebong

2018 ◽  
Vol 2 (1) ◽  
pp. 23
Author(s):  
Syaiful Bahri
Keyword(s):  
Religious Education ◽  
Government Regulation ◽  
Formal Education ◽  
Religious Study ◽  
Field Research ◽  
National Education ◽  
National Education System ◽  
Religious Learning ◽  
History Of ◽  
The Government

Madrasah Diniyah Takmiliyah (MDT) is a non-formal education which is the solution of the lack of hours of religious study at school. The Historically, this solution is to accommodate the numerous demands of various elements of society that have been raised through; demonstrations, rallies, suggestions, and even pressure on the government. Madrasah education Diniyah Takmiliyah (MDT) in the history of education entirely an initiative of the Muslim community. The Unit MDT Education with a strong legal umbrella among such as;the provisions in the Act No. 20 of 2003 on National Education system, Government Regulation No. 55 of 2007 on Religious Education and Religious Education, Government Regulation No. 48 of 2008 concerning education funding , as well as the Minister of Religious Affairs regulation No. 13 of 2014 concerning Islamic Religious Education. In Kabupaten Rejang Lebong MDT are 15 institutions. Where the community's response to MDT is perceived as lacking, the management of MDT management is very simple and even tends to be traditional, the holding factor of MDT is strong enough and the factor of inhibiting the low awareness of the community and the difficulty of getting the fund, and the solution for the society to address the lack of religious learning hours at the majority school of apathetic parents religious learning outcomes at school, a small part of sending their children to the MDT, and a few more parents teaching their own children at home. This research is a field research associated with various existing literatures, the aims to contribute to the public as general, STAIN Curup, and Local Government Rejang Lebong Regency.

scholarly journals Manajemen Pembiayaan Pendidikan (Analisis Konsep dan Implikasinya Terhadap Peningkatan Mutu Pendidikan)

Hikmah ◽  
2021 ◽  
Vol 17 (2) ◽  
pp. 61-73
Author(s):  
Mesiono Mesiono ◽  
Haidir Haidir
Keyword(s):  
Educational Institution ◽  
National Standards ◽  
School Level ◽  
Education Standards ◽  
National Education ◽  
Education Financing ◽  
Standard Education ◽  
The Government ◽  
National Education Standards

This study aims to analyze the basic concepts of education financing and its implications for improving the quality of education. This research uses the Library Research method. The results showed that improving the quality of an educational institution / institution is the hope and desire of the community who use educational services. Therefore, to make this happen, various strategic efforts have been made by the government and the community as managers and education stakeholders. Among them, what the government is doing is designing national education standards. Based on the law national education system Number. 20 of 2003 there are 8 national standards, which aim to improve the quality of an educational institution. Based on government regulations, one of the eight national education standards is a financing standard. education financing is the most important and inseparable thing in education management activities. So, among other things, the government policy is to roll out BOS funds at the school level. Education financing and funding managed by schools / madrasahs must be transparent in order to create accountability. If it is accountable, it will increase the credibility of the educational institution. If it is credible, it will automatically improve the quality of the educational institution. To achieve this, the government regulates the term financing standards

scholarly journals A REVIEW OF NATIONAL EDUCATION SYSTEM OF INDONESIA AND UZBEKISTAN: STRUCTURE, FINANCING, REFORMS

2021 ◽  
Vol 9 (02) ◽  
pp. 461-474
Author(s):  
Jakhongir Shaturaev ◽  
Keyword(s):  
Public Education ◽  
Formal Education ◽  
Compulsory Education ◽  
Development Program ◽  
Access To Education ◽  
National Education ◽  
National Education System ◽  
The Government

The Government of Uzbekistan, experiencing modern reforms in an educational sector as a strategic part of a development program after the last presidential elections, spends an enormous portion of its resources on public education – significantly more than other countries in Central Asia, elsewhere with a similar income level, however, it is yet to pay off. Meanwhile, far in South-East Asia, Indonesia has made dramatic progress on expanding access to education, directing a huge stream of money towards formal education over the past few decades, but still, the learning outcomes remain low. In addition to key reforms in mandatory schooling in terms of increased quality of investment, utilization of information, communications hold considerable promise in improving educational outcomes. This comparative study on the compulsory education of both counties investigates financing and educational concerns in Indonesia and Uzbekistan. Drawing on our findings indicating the need for long-term educational reforms and proper investments in public education to reach promising milestones.

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