scholarly journals PROFESI TENAGA BIMBINGAN DAN KONSELING YANG BERMARTABAT

2016 ◽  
Vol 1 (2) ◽  
pp. 49
Author(s):  
I Made Olas Astawa
Keyword(s):  
Education System ◽  
Government Regulation ◽  
Font Size ◽  
High Quality ◽  
National Education ◽  
Healthy Environment ◽  
Professional Organisation ◽  
Counselling Services ◽  
National Education System ◽  
Professional Study

<span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em>Consultancy and counselling services are helps provided to individuals in</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> order that they become personalities with insight, view, skill that they are</em><br /><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em>valuable in the societies. The Indonesian Government Regulation Nomor 20/</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em>2003 on the National Education System correctly states that councellors are</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> educators, which means that those with the profession should produce work</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> with high quality that they could develop students’ potentialities to reach</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> success, both formally and socially.</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> The works of a councellor depends on their qualification and competences</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> that they gain from credible institutions. A councellor should be licensed and</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> certified to indicate that he (she) has completed his (her) professional study</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> and has been tested according to certain criteria given by a representative</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> professional organisation or agency. This should be also supported with (1)</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> dignity service, (2) tasked jobs, (3) healthy environment. These three can</em><span style="font-size: 12pt; color: #231f20; font-style: normal; font-variant: normal;"><em> guarantee the maintenance of the professions.</em></span></span></span></span></span></span></span></span></span></span></span></span></span></span>

scholarly journals State and Religion in Aceh: The Competences of Religious Education Teachers (Referring to ACT 14, 2005)

Al-Albab ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 83
Author(s):  
Mujiburrahman Mujiburrahman
Keyword(s):  
Religious Education ◽  
Education System ◽  
Government Regulation ◽  
Islamic Education ◽  
Socialization Process ◽  
National Education ◽  
National Education System ◽  
The Government ◽  
State Relations ◽  
To Receive

Studies on religious education teacher’s competences in Aceh could not be separated from studies on state’s intervention toward education. State hegemony occurs in the form of regulation formalization which regulates efforts for improving qualification and competence of teachers. The research showed that the presence of Act No. 14, 2005 and the Government Regulation No. 74, 2008 had been used as legal reference to encourage the improvement of Aceh religious education teachers’ qualification and competence. This is a qualitative study in which triangulation in data collection was used. The data was then collected through documentations, observations, and deep interviews. This work emphasizes that improving teachers’ competences in Islamic education system in Aceh was in accordance to and did not contradict with national education system and moreover strengthen the content of Act No. 14, 1005 and Government Regulation No. 74, 2008. Qualification and competence of religious education teachers in Aceh underwent improvement better than previous term. However, teachers experienced that socialization process and implementation of regulation has yet to receive upmost attention. The study also suggests that religious education teachers’ qualifications and competences will significantly contribute to the development of religious education quality, thus Islamic education transforms intently in national and state relations order.

scholarly journals Kebijakan Standar Nasional Pendidikan

2020 ◽  
Vol 11 (1) ◽  
pp. 105-116
Author(s):  
Miftahul Ulum
Keyword(s):  
Education System ◽  
Government Regulation ◽  
Content Standards ◽  
Education Standards ◽  
Education Assessment ◽  
National Education ◽  
Management Standards ◽  
National Education System ◽  
Minimum Criteria ◽  
National Education Standards

Abstract: National Education Standards are minimum criteria regarding the education system in the entire jurisdiction of the Unitary Republic of Indonesia. The policy regarding National Education Standards is contained in Government regulation No. 19 of 2005 This regulation is a translation of Law No. 20 of 2003 concerning the National Education System. And along with the enactment of the 2013 curriculum, the policy changed to Government Regulation No. 32 of 2013 concerning Amendments to Government Regulation No. 19 of 2005 concerning National Education Standards. National Education Standards contain 8 minimum criteria which include: graduate competency standards, content standards, process standards, teacher and education staff standards, facilities and infrastructure standards, management standards, financing standards, education assessment standards.  

scholarly journals TRANSFORMASI MADRASAH DALAM SISTEM PENDIDIKAN NASIONAL

2013 ◽  
Vol 15 (1) ◽  
pp. 155-186 ◽  
Author(s):  
Supaat Supaat
Keyword(s):  
Social Action ◽  
Education System ◽  
Government Regulation ◽  
Legal Status ◽  
Integrated Management ◽  
National Education ◽  
National Examination ◽  
National Education System ◽  
Institutional Model ◽  
New Phase

Undang-undang No.2 Tahun 1989 tentang Sistem Pen-didikan Nasional mengamanatkan madrasah ditransformasi dari lembaga pendidikan agama menjadi sekolah yang berciri agama Islam. Pada status yang baru madrasah harus bekerja keras memenuhi tuntutan stakeholders. Penelitian tentang transformasi Madrasah Aliyah (MA) ini menggunakan pendekatan kualitatif. Hasil penelitian adalah ada enam masalah yang diidentifikasi yaitu (1) kapasitas manajemen, (2) kurikulum, (3) keterbatasan SDM, (4) orientasi akademik, (5) ujian nasional, (6) otonomi daerah. Secara kelembagaan, MA ada tiga tipe, yaitu MA Plus, MA Salf Tafaqqubfiddin, dan MA dengan pembelajaran ke-agamaan lebih banyak. Ada tiga model yang diaplikasikan yaitu institusional sebagai model utama, model sain terintegrasi, dan model manajemen terpadu. Penerapan model tersebut perlu memperhatikan kesesuaian karakter, konteks, dan setting MA. Kata kunci: transformasi, madrasah, pendidikan Islam, tipologi model ______________________________________________________________TRANSFORMATION OF MADRASAH IN NATIONAL EDUCATION SYSTEM Abstract According to 1989 Education System Act No. 2, and  1990 Government Regulation  No. 28, Madrassas as edu-cational institutions have transform from educational religion to “Schools Characterized by the Islamic teachings”. With this new status, the madrassas entered into a new phase of struggle, from their legal status into meeting the needs and the expectations of their stakeholders. In case of implementation of its transformation, the result of this qualitative – phenol-menology approach, there were identified six problems of MA: (1) management capacity, (2) curriculum, (3) limited human resources, (4) academic orientation and science dichotomy (5) national examination, and (6) local government autonomy. Institutionally  there are three major types of MA:  (1) MA plus, (2) MA Salaf – Tafaqquh fiddin, (3) MA enriched with religious teachings. Based on the problems identified and the types of MA put into consideration, three models are offered as the results of social action study, i.e. (1) institutional model – streaming model, (2) integrated science model, and (3) integrated management model. The result of this study is methodologically idiographic, and the compatibility of these models depend upon the appropriateness of the characters, context and setting of an MA.Keywords: transformation, madrasah, Islamic education, tipology, model

scholarly journals Kompetensi Guru Pendidikan Anak Usia Dini

2017 ◽  
Vol 5 (3) ◽  
Author(s):  
Ta'rif Ta'rif
Keyword(s):  
Teacher Quality ◽  
Learning Process ◽  
Education System ◽  
Government Regulation ◽  
National Standard ◽  
Education Society ◽  
National Education ◽  
National Education System

Teacher is an urgent and determinative factor in education. it has a central and determinative position in the learning process. the education society prosecutes  in the improvement of the teacher quality. it could not postponed anylonger, as what implicitly shown at law number 20 of 2003 on national education system, law number 14 of 2005 on teacher and lecturer, and government regulation number 19 of 2005 on national standard of education. furthermore, the implementation of competence based curriculum (KB), and then Kurikulum Tingkat Satuan Pendidikan (KTSP), brings on educators to have enough competence.

scholarly journals Kompetensi Profesional Guru Bimbingan dan Konseling Dalam Pelayanan Bimbingan dan Konseling

2018 ◽  
Vol 1 (1) ◽  
pp. 14-26
Author(s):  
Suprihatin Suprihatin
Keyword(s):  
Education System ◽  
Government Regulation ◽  
Professional Competence ◽  
Successful Implementation ◽  
Guidance And Counseling ◽  
National Education ◽  
National Education System ◽  
The Republic ◽  
The Individual ◽  
Counseling And Guidance

Guidance and counseling is a process of assistance or assistance provided by counselor (counselor) to the individual (counselee) through face-to-face meetings or mutual relations between the two, so that the counselee has the ability or ability to see and find problems and be able to solve the problem itself. Guidance and counselor / counselor counselor in juridical in the National Education System is stated as one of the qualifications of educators parallel to teachers, lecturers, guardians and tutors as mentioned in Law No. 20 of 2003 on National Education System Article 1 point 6. Based on Government Regulation Number 19 Year 2005 on National Education Standards Article 28 point 3 and Law of the Republic of Indonesia Number 14 Year 2005 regarding teachers and lecturers are presented four competencies of educators as learning agents covering pedagogic competence, personality competence, professional competence, and social competence . Competence is a set of knowledge, skills and behaviors that must be owned, experienced and mastered by teachers or lecturers in performing professional duties. Professional competence in the Regulation of the Minister of National Education No. 27 of 2008 includes a teacher of BK who mastered the concept and praxis assessment to understand the condition of needs, and the problem of the counselee; Master theoretical framework and praxis guidance and counseling; Designing guidance and counseling programs; Implement a comprehensive guidance and counseling program; Assessing the process and results of guidance and counseling activities; Have awareness and commitment to professional ethics; Mastering the concepts and praxis of research in counseling and guidance. The successful implementation of counseling and guidance services will be closely related to the implementation competencies of the BK teacher/counselor as the person providing the assistance, including the combination of knowledge, academic, personal qualities, and skills in helping.

scholarly journals REGULASI DAN IMPLEMENTASI PENDIDIKAN INFORMAL

2016 ◽  
Vol 13 (1) ◽  
pp. 194
Author(s):  
Ihat Hatimah
Keyword(s):  
Education System ◽  
Informal Education ◽  
Government Regulation ◽  
National Standards ◽  
Learning Activities ◽  
Lead Agency ◽  
National Education ◽  
National Education System ◽  
The Family ◽  
The Law

Regulation of informal education stipulated in the Law on National Education System No. 20 of 2003 Article 27, namely: 1) informal education activities carried out bythe family and the environment in the form of learning activities independently, 2) Results of education referred to in subsection (1) is recognized equal to formal and informal education after students pass the exam in accordance with national standards of education, 3) provisions regarding the admission of informal education as referred to in paragraph (2) shall be regulated further by a government regulation. Implementation ofinformal education the most obvious is through the family, because the family is the lead agency and the first for children's development. Parents should be able to be a parent of intelligent loving that can be realized in the form of: 1) facilitating children to grow and be happy, 2) train independence, 3) instilling confidence, 4) help facilitate reading books that are useful, 5) invite children to play wholeheartedly, 6) facilitates to communicate, solve problems, make decisions, 7) invites move or move, 8) guiding when watching television.Keywords: regulation, informal education, informal education implementation

scholarly journals State and Religion in Aceh: The Competences of Religious Education Teachers (Referring to ACT 14, 2005)

Al-Albab ◽  
2019 ◽  
Vol 8 (1) ◽  
pp. 83
Author(s):  
Mujiburrahman Mujiburrahman
Keyword(s):  
Religious Education ◽  
Education System ◽  
Government Regulation ◽  
Islamic Education ◽  
Socialization Process ◽  
National Education ◽  
National Education System ◽  
The Government ◽  
State Relations ◽  
To Receive

Studies on religious education teacher’s competences in Aceh could not be separated from studies on state’s intervention toward education. State hegemony occurs in the form of regulation formalization which regulates efforts for improving qualification and competence of teachers. The research showed that the presence of Act No. 14, 2005 and the Government Regulation No. 74, 2008 had been used as legal reference to encourage the improvement of Aceh religious education teachers’ qualification and competence. This is a qualitative study in which triangulation in data collection was used. The data was then collected through documentations, observations, and deep interviews. This work emphasizes that improving teachers’ competences in Islamic education system in Aceh was in accordance to and did not contradict with national education system and moreover strengthen the content of Act No. 14, 1005 and Government Regulation No. 74, 2008. Qualification and competence of religious education teachers in Aceh underwent improvement better than previous term. However, teachers experienced that socialization process and implementation of regulation has yet to receive upmost attention. The study also suggests that religious education teachers’ qualifications and competences will significantly contribute to the development of religious education quality, thus Islamic education transforms intently in national and state relations order.

PROSPEK PENGEMBANGAN PONDOK PESANTREN KECAMATAN MALANGKE KABUPATEN LUWU

2018 ◽  
Vol 12 (2) ◽  
pp. 88
Author(s):  
Yunus Yunus
Keyword(s):  
Public Schools ◽  
Religious Education ◽  
Government Regulation ◽  
Boarding School ◽  
Boarding Schools ◽  
Educational Institutions ◽  
National Education ◽  
Funding Sources ◽  
National Education System ◽  
Teachers And Students

AbstrakPola Strategi pengembangan Pondok Pesantren di Malangke, strategi pengembangan pesantren adalah cara atau srategi yang digunakan oleh wadah atau tempat guna proses suatu perubahan berencana yang memerlukan dukungan semua pihak, anatara lain Kepala, staff, guru, dan siswa dengan perubahan-perubahan itu diharapkan dapat mengembangkan dan meningkatkan lembaga pendidikan, yang memerlukan usaha jangka pendek, menengah, dan panjang guna menghadapi perubahan yang akan terjadi pada masa mendatang. Peluang dan tangan pengembangan Pesantren di Luwu Utara,  terdapat Undang-undang Nomor 20 tahun 2003 tentang Sistem Pendidikan Nasional, yang beberapa pasalnya menekankan penyelenggaraan pendidikan keagamaan, seperti, pasal 30 ayat (1) dan Peraturan Pemerintah (PP) Nomor 55 Tahun 2007 tentang Pendidikan Agama dan Pendidikan Keagamaan pada pasal 1 ayat (2) tentang Pendidikan Agama dan Pendidikan Keagamaan yang didalamnya secara tegas dikemukakan bahwa pondok pesantren menyelenggarakan pendidikan diniyah pada tingkat dasar dan menengah, tergolong dalam sub sistem pendidikan Nasional di Indonesia yang bertujuan untuk mencerdaskan bangsa, menjadikan manusia yang beriman dan bertaqwa kepada Tuhan yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri dan menajdi warga negara yang demokratis serta bertanggung jawab. Sedangkan tantangan ada beberapa hambatan 1)Sistem kurikulum yang lebih modern, sehingga pesantren ketinggalan jauh dari sekolah umum, 2) Kurangnya anggaran dan sumber pendanaan disebabkan oleh kurang siswa. 3) adanya sebagian orang tua tidak tertarik menyekolahkan anak di sekolah Pesantren.Kata kunci:      Pengembangan, Pondok Pesantren As’addiyah.  AbstractThe pattern of the development of Islamic boarding schools in Malangke, the strategy of developing pesantren is the method or strategy used by the place or place for the process of planning changes that require the support of all parties, among others, the Head, staff, teachers and students are expected to develop and improving educational institutions, which require short, medium and long-term efforts to deal with changes that will occur in the future. Opportunities and hands for the development of Islamic boarding schools in North Luwu, there is Law Number 20 of 2003 concerning the National Education System, some of which emphasize the implementation of religious education, such as article 30 paragraph (1) and Government Regulation (PP) Number 55 of 2007 concerning Education Religion and Religious Education in Article 1 paragraph (2) concerning Religious Education and Religious Education in which it is expressly stated that Islamic boarding schools conduct early childhood education at the elementary and secondary levels, belonging to the national education sub-system in Indonesia which aims to educate the nation, make humans who have faith and devotion to the Almighty God, are noble, healthy, knowledgeable, capable, creative, independent and become a democratic and responsible citizen. While the challenges are several obstacles 1) A more modern curriculum system, so that pesantren lag far behind public schools, 2) The lack of budgets and funding sources is caused by lack of students. 3) there are some parents who are not interested in sending their children to school in Islamic boarding schools.Keywords:        Development, As'addiyah Islamic Boarding School.

DEVELOPMENT OF HIGHER EDUCATION IN UKRAINE IN THE CONTEXT OF RISKS AND CHALLENGES

2018 ◽  
Vol 1 (13) ◽  
pp. 28-37
Author(s):  
Sergey Anatolievich Vavrenyuk
Keyword(s):  
Higher Education ◽  
Education System ◽  
Modern Society ◽  
State Regulation ◽  
National Education ◽  
Existing Problems ◽  
National Education System ◽  
Educational Product ◽  
Education Today ◽  
Low Efficiency

The article reveals the economic essence of the current state of higher education in Ukraine. It examines the main problems of state regulation of risks and challenges facing modern education at the stage of reform. The subject of the study is the very system of higher education in Ukraine. The purpose of the study is to analyze the state of the modern market of higher education in the country, as well as the features and trends of its development to date in the process of reform. The development of the national education system is shown together with its social and economic problems and challenges, as well as the political conditions that find the direction of the development of education in the country. It was revealed that the main risks in the education system of Ukraine can be considered a decrease in the number of highly skilled professionals, the closure of a number of educational institutions with a reduction in the contingent that lead to financial losses. In addition, among the risks studied, the low efficiency of training technologies and the low-level of graduates’ competence, corruption and low rating indicators in the world educational community are highlighted. The author specifies the existing external risks of the education system in the country and presents possible ways of overcoming them. And also draws the conclusion that the current conditions of the country’s existence and specifically the development of the education sector, the introduction of new models and training programs is a complex process. The reform of higher education today does not have significant results, therefore, it is suggested that the entire education system in Ukraine is integrated and fundamentally reformed, with the aim of overcoming existing discrepancies between the educational product and the needs of society. So, the author says that the modern structure of education should give to ensuring ideal conditions for the functioning and development of the education system, taking into account the needs of modern society and the existing problems in the educational sphere, which should give quality educational services and freedom of choice in education.

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