scholarly journals Implementation of Multicultural and Moderate Islamic Education at the Elementary Schools in Shaping the Nationalism

2019 ◽  
Vol 4 (2) ◽  
pp. 247-255
Author(s):  
Subandi Subandi ◽  
Ahmad Fauzan ◽  
Muhammad Muchsin Afriyadi ◽  
Mispani Ramli
Keyword(s):  
Elementary Schools ◽  
Multicultural Education ◽  
Learning Process ◽  
Qualitative Method ◽  
Formal Education ◽  
Lesson Planning ◽  
Islamic Education ◽  
Contextual Approach ◽  
Surrounding Environment ◽  
Islamic Values

Islamic multicultural education in formal education can be implemented since elementary school. The purpose of this article is to describe the application of multicultural education with moderate Islamic values through the learning process in elementary schools to shape the character of nationalism in Indonesia. The qualitative method was used in this study to see the phenomena that occur in the field. The data analysis used was the source and technique triangulation method. There were 8 respondents from three elementary schools, namely Sekolah Dasar Negeri 7 Kota Metro, Sekolah Dasar Negeri 4 Kota Metro, and Madrasah Ibtidaiyah Negeri 1 Kota Metro. The research instruments used were interviews, observations, and documentation, which were then analyzed through inductive thinking. The development of multicultural education and moderate Islamic values in shaping the character of nationalism was done through the integration of moderate Islam by instilling tawassuth, tassamuh, tawazun, and amar ma'ruf nahimunkar attitudes by introducing the surrounding environment as a cultural plurality (contextual approach) and instilling an attitude of tolerance and able to coexist with other people. These three steps were developed by the teachers in structured lesson planning by formulating goals, setting essential material, carrying out the learning process, and carrying out attitude assessments.

scholarly journals Upaya Pengintegrasian Living Values Education (LVE) dalam Proses Pembelajaran IPA Siswa Kelas IV di MI Tunas Cendekia Cirebon

2021 ◽  
Vol 3 (1) ◽  
pp. 32-44
Author(s):  
Suci Muzfirah ◽  
Muqowim
Keyword(s):  
Learning Process ◽  
Qualitative Method ◽  
Science Learning ◽  
Values Education ◽  
Islamic Education ◽  
Science Students ◽  
Entire Data ◽  
Data Source ◽  
Life Values ◽  
Islamic Values

One of the problems in every learning process is the lack of life values for students, especially in science learning. The values of life or living values education are very important to be given to students so that the school can produce graduates who are not only superior in academia and cognitive, but in rustakter education and living values education (LVE). In this context, it is very important to review efforts to integrate living values education in the learning process of science grade IV at MI Tunas Cendekia Cirebon. In order to get the results of the research, the method carried out by researchers is a descriptive qualitative method. The resulting data source is the result of observation, interview, and documentation analysis. The entire data is processed and processed to be presented as a result of the research. The results showed that efforts to integrate living values education (LVE) in the learning process of science students in grade IV at MI Tunas Cendekia Cirebon are students able to understand the values of life and will affect the development of student character. Integration of Islamic education through living values education can also be done so that students can learn Islamic values in the process of science learning through living values education. [Salah satu permasalahan pada setiap proses pembelajaran adalah kurangnya pemberian nilai-nilai kehidupan bagi siswa, khususnya pada pembelajaran IPA. Nilai-nilai kehidupan atau living values education sangat penting untuk diberikan kepada siswa agar sekolah dapat menghasilkan lulusan yang tidak hanya unggul di bidang akademisi dan kognitif, tetapi dalam pendidikan karatakter dan living values education (LVE). Dalam konteks inilah, sangat penting untuk mengkaji upaya pengintegrasian living values education dalam proses pembelajaran IPA kelas IV di MI Tunas Cendekia Cirebon. Agar mendapatkan hasil penelitian, metode yang dilakukan oleh peneliti adalah metode kualitatif deskriptif. Sumber data yang dihasilkan adalah hasil pengamatan, wawancara, dan analisis dokumentasi. Keseluruhan data diolah dan diredukasi untuk dipaparkan sebagai hasil dari penelitian. Hasil penelitian menunjukan, upaya pengintegrasian living values education (LVE) dalam proses pembelajaran IPA siswa kelas IV di MI Tunas Cendekia Cirebon adalah siswa mampu memahami nilai-nilai kehidupan dan akan berpengaruh pada perkembangan karakter siswa. Pengintegrasian pendidikan keislaman melalui living values education juga dapat dilakukan sehingga siswa dapat mempelajari nilai-nilai keislaman dalam proses pembelajaran IPA melalui living values education]

scholarly journals PENERAPAN PEMBELAJARAN ONLINE (DALAM JARINGAN) DI SEKOLAH DASAR

2020 ◽  
Vol 2 (02) ◽  
pp. 50
Author(s):  
Octaviany Widyangsih
Keyword(s):  
Elementary School ◽  
Online Learning ◽  
Elementary Schools ◽  
Elementary Teachers ◽  
Learning Outcomes ◽  
Learning Process ◽  
Qualitative Method ◽  
Social Aspects ◽  
Online Assessment ◽  
Online Implementation

Abstract: Pandemic Covid-19 made government implemented the regulation of education that learning process only conduct by distance education, thus one of the method in this programme was by online learning. The objective of this research was to digging information about the online learning process by elementary teachers. Using the descriptive qualitative method with subjects of 37 teachers in Bogor City. Data was collected by survey with 2 type of questions (open and closed questions). The results shows, that before pandemic Covid-19 the implementation of online learning in elementary schools were very low, but after pandemic the readiness of teachers regarding the goverment regulation is well accomodated even though teachers still have shortcoming with the authenticity of learning outcomes from assignments. Furthermore, teachers still cannot fully conduct evaluation by online assessment particularly to evaluate the affective and social aspects. Keywords: elementary school, instructional, online, implementation

scholarly journals Penekanan Visi Dan Misi Pensyarah Cemerlang Pendidikan Islam Dalam Pelaksanaan Pengajaran Dan Pembelajaran (Emphasizing on the Vision and Mission of the Excellent Lecturers in Islamic Education throughout the Teaching and Learning Process)

2020 ◽  
Vol 7 (2) ◽  
pp. 29-39
Author(s):  
Ahmad Firdaus Mohd Noor ◽  
Kamarul Azmi Jasmi ◽  
Muhd Imran Abd Razak ◽  
Khairunnisa A Shukor ◽  
Mohd Zahirwan Halim Zainal Abidin ◽  
...  
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Document Analysis ◽  
Islamic Education ◽  
The World ◽  
Five Elements ◽  
Six Elements

This article discusses the importance of vision and mission of the Islamic Education Lecturers (IELs) in teaching and learning (TnL). This study was fully conducted through qualitative method via case study. Six IELs were selected as participants and willing to be interviewed, and the data from the interview were supported by three Heads of Islamic Education Unit, 12 lecturers and 12 students. The data were triangulated with the data obtained through observation and document analysis. The data were analysed through N’Vivo software to generate a pattern of themes and characteristics of the vision and mission in TnL. The result found that there were six elements of vision and mission emphasized by the IELs in TnL. Five of them had formed a pattern. That five elements were; students receiving and appreciating, TnL objective achieved, spreading da’wah, moulding students attidtude and thinking, and achieving success in the world and the hereafter. Therefore, a model which is named as Model of the Vision and Mission Practice for the Excellent Islamic Education Lecturers was deloped. From the overall view, the emphasis on achieving mission and vision helps the IELs to successfully conduct TnL inside and outside classroom.

scholarly journals Menanamkan Karakter Religius Siswa Melalui Buku Ajar Tematik Terintegrasi PAI dan Budi Pekerti

MADRASAH ◽  
2017 ◽  
Vol 10 (1) ◽  
pp. 20
Author(s):  
Sulistyowati Sulistyowati
Keyword(s):  
Everyday Life ◽  
Learning Process ◽  
Learning Experience ◽  
Islamic Education ◽  
Quality Of Learning ◽  
Strategic Role ◽  
Islamic Values

Textbook is one of learning components that plays an important role in determining the success of learning. Textbook as a media and one of main resources in the learning process has a strategic role to be developed to improve the quality of learning and cultivate religiosity of the students. The cultivation of religious characters will be effective, efficient, and interesting if the available textbooks are combined with the Islamic education and characters contents. Those contents will create religious atmosphere and familiarize the students in practising their religiosity in everyday life. In this way, the competency of Islamic education and characters are combined with the competency of other subjects that are packaged in a learning experience. Thus the Islamic values will be formed in students characters.

scholarly journals Pendekatan Kontekstual dalam Meningkatkan Pembelajaran Pendidikan Pancasila dan Kewarganegaraan di Sekolah Dasar

2020 ◽  
Vol 5 (2) ◽  
pp. 360
Author(s):  
Muhamad Parhan ◽  
Sukaenah Sukaenah
Keyword(s):  
Elementary Schools ◽  
Action Research ◽  
Civic Education ◽  
Learning Process ◽  
Research Method ◽  
Action Observation ◽  
Fifth Grade ◽  
Contextual Approach ◽  
Classroom Action Research ◽  
Planning Action

This study aimed to offer an alternative reconstruction of the fifth-grade Pancasila and Civic Education learning process at SDN Cugenang. This was done on the basis of thefinding that the learning that has been held so far tends to be theoretical-abstract and difficult for students to understand. The method used was a classroom action research method with four stages of activity, namely: planning, action, observation, and reflection, which are carried out in three cycles. In general, it could be concluded that Pancasila and Civic Education learning held in elementary schools with a contextual approach could make the learning process and outcomes better and more improved.

Issues on Islamic Education in The Philippines

2017 ◽  
Vol 2 (1) ◽  
pp. 1-12
Author(s):  
Marlon Pontino Guleng ◽  
Razaleigh Muhamat@Kawangit ◽  
Zulkefli Aini
Keyword(s):  
Qualitative Method ◽  
Arabic Language ◽  
The Philippines ◽  
Vital Role ◽  
Islamic Education ◽  
Muslim Society ◽  
Equal Education ◽  
The Government ◽  
Islamic Values ◽  
Peace And Development

Mainstreaming the issue of Islamic education in the Philippines will be a major avenue in providing the overall educational requirements for every Filipino Muslims. A qualitative method is applied in this study, which mainly involved analyzing contents. The findings of the study show that Islamic education plays a vital role in peace and development for Muslims-Christians relationship. The study finds out that due to the achievement of peace and development for the country, the government implements Arabic Language and Islamic Values Program (ALIVE) that lead to National Public Holiday, provide equal education, provide opportunity for Muslims scholars and give some advantage to Muslim society in the Philippines. Focus on the issue of Islamic education in the country will create a garden of peace that may lead to respect and harmony.

scholarly journals PARADIGMA PENDIDIKAN ISLAM MULTIKULTURAL DI ERA MELENIAL; SEBUAH KAJIAN DISKURTIF

2018 ◽  
Vol 2 (1) ◽  
pp. 1-10
Author(s):  
Ahmad Fauzi
Keyword(s):  
Multicultural Education ◽  
Human Mind ◽  
Point Of View ◽  
Islamic Education ◽  
Pluralistic Society ◽  
Curriculum Structure ◽  
The Social ◽  
Education Today ◽  
And Control ◽  
Islamic Values

Sociologically, multicultural education is an attempt to preserve Islamic values as the vision of Islam rahmatanlil'alamin. Therefore, Islamic education today, faced with various increasingly crucial challenges, this view, cannot be separated from the atmosphere of modernization and globalization. Thus the presence of Islamic education is required to play its role dynamically and is expected to be able to provide change in the midst of a pluralistic society. Thus to build Islamic education in Indonesia which can bring a universal vision, it is necessary to have a paradigm of multicultural Islamic education, by promoting several principles, including; maintaining harmony, peace of mutual respect and liberation, not the other way around as domestication and social taming (social and cultural domestication). In this context, education is referred to as social enlightenment. Therefore, the effort to build the paradigm of Islamic education is a necessity, this can be done by restoring the social values of Islamic education universally besides being dynamic (inclusive), through several stages, namely a) building inclusive awareness by transmitting the entire system socio-religious values such as ketauhidan, tolerance and justice in the curriculum structure (culture domination and control). b) reconstructing the paradigm of Islamic education from the point of view of indoctrination to participatory, c) changing the ideological paradigm into scientific by giving the human mind the freedom to study and develop knowledge through His guidance.

scholarly journals Implikasi Program Parenting Terhadap Pendidikan Karakter Anak

2020 ◽  
Vol 2 (1) ◽  
pp. 23
Author(s):  
Ni Ketut Murdiani
Keyword(s):  
Elementary Schools ◽  
Lifelong Learning ◽  
Learning Process ◽  
Formal Education ◽  
Great Influence ◽  
Parenting Program ◽  
Lack Of Knowledge

<p><em>Education is a lifelong learning process that can be characterized by changes in behavior. The learning process in the learner and the results obtained are the ability to adjust to the environment and fulfillment of needs. Education can be held on formal, informal and non-formal channels. This form of education does not seem to be able to make character of the students. Formal education tends to emphasize cognitive aspects only. While informal and non-formal education is not able to provide an example to children so that they are not optimally developed psychologically. Especially education obtained from parents. Here the cause may lie in the lack of knowledge of parents about how to educate children well. On this basis it is very important that there is a parenting program in elementary schools. With the parenting program, parents will be able to educate and care for chil- dren properly and correctly so that children can become noble characters. This parenting program usually affects parents in their knowledge of how to educate properly, and has a great influence on the character of the child.</em><em></em></p>

PARADIGMA PENDIDIKAN ISLAM MULTIKULTURAL DI ERA MELENIAL; SEBUAH KAJIAN DISKURTIF

2018 ◽  
Vol 2 (1) ◽  
pp. 1-8
Author(s):  
Ahmad Fauzi
Keyword(s):  
Multicultural Education ◽  
Human Mind ◽  
Point Of View ◽  
Islamic Education ◽  
Pluralistic Society ◽  
Curriculum Structure ◽  
The Social ◽  
Education Today ◽  
And Control ◽  
Islamic Values

Sociologically, multicultural education is an attempt to preserve Islamic values as the vision of Islam rahmatanlil'alamin. Therefore, Islamic education today, faced with various increasingly crucial challenges, this view, cannot be separated from the atmosphere of modernization and globalization. Thus the presence of Islamic education is required to play its role dynamically and is expected to be able to provide change in the midst of a pluralistic society. Thus to build Islamic education in Indonesia which can bring a universal vision, it is necessary to have a paradigm of multicultural Islamic education, by promoting several principles, including; maintaining harmony, peace of mutual respect and liberation, not the other way around as domestication and social taming (social and cultural domestication). In this context, education is referred to as social enlightenment. Therefore, the effort to build the paradigm of Islamic education is a necessity, this can be done by restoring the social values of Islamic education universally besides being dynamic (inclusive), through several stages, namely a) building inclusive awareness by transmitting the entire system socio-religious values such as ketauhidan, tolerance and justice in the curriculum structure (culture domination and control). b) reconstructing the paradigm of Islamic education from the point of view of indoctrination to participatory, c) changing the ideological paradigm into scientific by giving the human mind the freedom to study and develop knowledge through His guidance.

scholarly journals Strategi Guru dalam Menumbuhkan Nilai Kebersamaan pada Pendidikan Multikultural di Sekolah Dasar

2019 ◽  
Vol 4 (2) ◽  
pp. 232-244
Author(s):  
Syahrial Syahrial ◽  
Agung Rimba Kurniawan ◽  
Alirmansyah Alirmansyah ◽  
Arahul Alazi
Keyword(s):  
Elementary Schools ◽  
Multicultural Education ◽  
Ethnic Groups ◽  
Learning Process ◽  
Discussion Groups ◽  
Teacher Strategies ◽  
Mutual Cooperation

Based on observations at SDN 47 / IV Jambi City, there are various Malay, Minang, Batak, Javanese and Betawi cultures. Although different students are not different from each other in the learning process or in groups, students help each other if there is a group that is experiencing difficulties in the learning process. This study aims to describe the teacher's strategy in growing togetherness for students in multicultural education in elementary schools. Suggestions used are qualitative ethnographic types. The research informants were IVC grade teachers. Research instruments: observation, interview and documentation. After the data is obtained it will be analyzed using the Miles and Huberman technique (reduction, display, verification). The results of the study are teacher strategies in growing togetherness values ​​in multicultural education, namely 1). Introducing the background of each student, 2). Bring students' familiarity through interviewing students to get to know each other better with one another 3). Placing sitting in class by changing 4). Form discussion groups from different ethnic groups. 5). Getting used to mutual cooperation in class or outside the classroom.

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