scholarly journals PONDOK PESANTREN DAN CIRI KHAS PERKEMBANGANNYA

2017 ◽  
Vol 1 (1) ◽  
pp. 12-20
Author(s):  
Ferdinan M
Keyword(s):  
Teaching And Learning ◽  
Boarding School ◽  
Learning Activities ◽  
Educational Institutions ◽  
Self Confidence ◽  
Modern School ◽  
Cultural Implications ◽  
Bidirectional Relationship

Karakteristik  dan corak   pesantren   di Indonesia sebagai lembaga pendidikan Islam   antara lain : 1) Memakai sistem tradisional yang mempunyai kebebasan penuh dibanding dengan sekolah modern sehingga terjadi hubungan dua arah antara santri dengan kiyai, 2) Kehidupan di pesantren menampilkan semangat demokrasi karena mereka praktis bekerja sama mengatasi problem non kurikuler mereka, 3) Sistem pondok pesantren mengutamakan kesederhanaan, idealisme, persaudaraan, persamaan, rasa percaya diri dan keberanian. Di samping itu, adanya pondok tempat kiyai bersama santrinya, adanya masjid tempat kegiatan belajar mengajar, adanya santri dan kiyai merupakan tokoh sentral dalam pesantren yang memberi pengajaran dan kitab-kitab Islam klasik. Pondok pesantren tumbuh dan berkembang dengan sendirinya dalam masyarakat karena berhadapan dengan implikasi politis dan kultural yang menggambarkan sikap ulama-ulama Islam sepanjang sejarah. Tokoh-tokohnya antara lain K.H. Hasyim As’ari, K.H. Ahmad Dahlan, K.H. Zaenal Mustofa, K.H.M. Ilyas Ruhiyat, K.H. Ali Ma’shum, Sayyid Sulaiman, Kyai Itsbat, Syaikh Musthafa Husein Nasution, KH Ahmad Sahal, KH Zainuddin Fananie, dan KH Imam Zarkasy, dan lain-lain. Kata Kunci: Pondok Pesantren di Indonesia Characteristics and patterns of pesantren in Indonesia as Islamic educational institutions, That is: 1) Using traditional systems that have complete freedom compared with modern school, causing a bidirectional relationship between students with a chaplain, 2) Life at the school to show the spirit of democracy because they practically work together to overcome non-curricular problem, 3) The system boarding school prioritizes is simplicity, idealism, fraternity, equality, self-confidence and courage. In addition, the chaplain's cottage along with his students, their mosque where teaching and learning activities, the students and the chaplain of the central figures in schools that provide instruction and books of classical Islam. Boarding school grow and develop with Sendir Inya in society for dealing with political and cultural implications which describes the attitude of Islamic scholars throughout history. His characters include among others K.H. Hasyim As’ari, K.H. Ahmad Dahlan, K.H. Zaenal Mustofa, K.H.M. Ilyas Ruhiyat, K.H. Ali Ma’shum, Sayyid Sulaiman, Kyai Itsbat, Syaikh Musthafa Husein Nasution, KH Ahmad Sahal, KH Zainuddin Fananie, dan KH Imam Zarkasy and etc. Keywords: boarding school in Indonesia

scholarly journals Charity Punishment in Islamic Boarding School to Improving Santri Discipline

2020 ◽  
Vol 3 (3) ◽  
pp. 342-354
Author(s):  
Ibnu Habibi ◽  
Triyo Supriatno
Keyword(s):  
Qualitative Research ◽  
Reference Material ◽  
Teaching And Learning ◽  
Boarding School ◽  
Learning Activities ◽  
Analytic Approach ◽  
Educational Institutions ◽  
Technical Data ◽  
Shared Time ◽  
Islamic Institutions

The purpose of this article is to analyze and describe the charity punishment in improving the discipline of santri at the Al Amin Bojonegoro, Muhammadiyah Islamic Boarding School (MBS). This article uses a type of qualitative research using a descriptive-analytic approach. To obtain the technical data used were observation, interviews, and documentation. The results of this article indicate that the forms of punishment in Al Amin Bojonegoro Islamic Boarding School are t ta'zir, 'iqab, and charity, all of which aim to improve the discipline of students. The charity punishment is more prioritized in enforcing the sentence of santri in various kinds of activities, namely worship activities, teaching and learning activities in class, and activities in the dormitory in terms of shared time and order. This article's results are expected to become a reference material in enforcing discipline in Islamic institutions or informal educational institutions. Further research can be developed on the effectiveness of charity punishment in the domain of santri, which this paper can be used as reference material.

scholarly journals IMPLEMENTASI KEBIJAKAN PENDIDIKAN KARAKTER DI SMP NEGERI 5 MATARAM TAHUN PELAJARAN 2019/2020

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Lu`luin Najwa ◽  
Pajriatun Najah ◽  
Hardiansyah Hardiansyah
Keyword(s):  
Teaching And Learning ◽  
External Factor ◽  
Qualitative Approach ◽  
Learning Activities ◽  
Internal Factor ◽  
Self Confidence ◽  
The Subject ◽  
Religion Teacher ◽  
Parent Supervision ◽  
Collection Methods

This study aims to describe the implementation of education character policy at SMP Negeri 5 Mataram, the proponent and the resistor factors, and the effect of education character policy implementation on students. This research used a descriptive qualitative approach. The subject of this study involved: the principal, the student head deputy, the homeroom teacher, the religion teacher, and the counseling teacher. The observation, interview, and documentation are used as data collection methods. Furthermore, the result of this study showed that (1) the implementation of education character policy at SMP Negeri 5 Mataram was implemented by school residents with teaching and learning activities.(2) the proponent factors were an internal factor (student awareness) and an external factor (the cooperation among teachers, employees, conducive neighborhood, and programmed activities). (3) the resistor factors were an internal factor (the student character diversity, the teacher limitedness on education character implementation), the external factor was (the lack of parent supervision on problematic children). (4) The effect of education on character implementation creates self-confidence and discipline. Keywords:Implementation, education character policy

scholarly journals تعليم اللغة العربية في المعهد السلفي و المعهد الحديث نماذجا

IZDIHAR ◽  
2018 ◽  
Vol 1 (2) ◽  
Author(s):  
Hasyim Asy’ari ◽  
Ammar Zainuddin
Keyword(s):  
Language Learning ◽  
Moral Education ◽  
Language Skills ◽  
Boarding School ◽  
Boarding Schools ◽  
Arabic Language ◽  
Learning Activities ◽  
Educational Institutions ◽  
Learning Models ◽  
Written Form

Islamic boarding schools are Islamic educational institutions that focus on moral education. Islamic boarding schools at this time were divided into ancestor and modern boarding schools. There are differences in the curriculum and learning models of Arabic in the two pesantren. Salaf Islamic boarding schools have a special curriculum in understanding the understanding of Islam. Learning Arabic in the Salaf Islamic boarding school is oriented towards grammatical learning by memorizing the terms nahwu and shorof and memorizing nadhom. While the Arabic language learning curriculum in modern pesantren aims not only for religious scholarship, but aims to use all language skills in communication. This Islamic boarding schools believes that language learning activities must provide students the ability to communicate correctly, both in oral and written form.

scholarly journals Implementasi Ta’zir Dalam Meningkatkan Kedisiplinan Santri di Pondok Pesantren Al Masruriyyah

2019 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Amin Tasih ◽  
Ali Said
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Teaching And Learning ◽  
Boarding School ◽  
Boarding Schools ◽  
Learning Activities ◽  
Research Approach ◽  
The Impact

Al Masruriyyah Islamic Boarding School is one of the huts of the Tebuireng foundation that is still hungry for discipline in obeying the rules of the cottage. Al Masruriyyah Islamic boarding schools apply ta’zir as a form of consequence for santri who violate the rules of the cottage. This study aims to describe and analyze the implementation of ta’zir in increasing the discipline of santri in Al Masruriyyah Islamic boarding schools. This study uses a qualitative research approach. Data collection techniques using the method of observation, interviews and documentation. The data obtained will be compiled by reducing/summarizing the data, then presenting the data and drawing conclusions.  Based on the research shows that: the implementation  of ta’zir carried out by the management and has been approved by the supervisor and caregivers for giving ta’zir every 2 weeks. The criteria for the distribution of ta’zir are 3 from the low, medium and heavy according to the mistakes that have been made. The procedure for giving ta’zir (1) is advised, (2) in ta’zir (3) to be called to Ndalem. The impact of the implementation of ta’zir is that there is a better change in the implementation of teaching and learning activities, obeying the rules, and discipline in worship activities to Allah SWT.

scholarly journals Towards an integral pedagogy in the age of ‘digital Gestell’: Moving between embodied co-presence and telepresence in learning and teaching practices

2021 ◽  
pp. 135050762110538
Author(s):  
Jeremy Aroles ◽  
Wendelin Küpers
Keyword(s):  
Teaching Practices ◽  
Teaching And Learning ◽  
Business Schools ◽  
Learning Activities ◽  
Educational Institutions ◽  
Learning And Teaching

Digitalisation offers a wide array of opportunities, but also challenges, for universities and business schools alike, regarding the provision and delivery of their teaching and learning activities. The COVID-19 pandemic has highlighted some of these challenges, as it forced educational institutions to move their pedagogic activities online in line with new governmental regulations. In this article, we identify and discuss critically the following three interconnected challenges: (1) shifting from direct embodied co-presence to technologically mediated telepresence, (2) re-embodying teaching and learning activities and (3) rethinking the purpose and relevance of teachings in business schools. We explore these challenges through a phenomenological lens, informed by the Heideggerian concepts of enframing ( Gestell) and releasement ( Gelassenheit), with a focus on (re-)embodiment. Finally, we discuss the need, for teachers and learners, to be able to reflectively move between embodied and digital(ised) forms of learning and teaching and outline some implications and perspectives regarding the development of an integral pedagogy.

scholarly journals Code-Mixing and Code Switchingin The Process of Learning

2016 ◽  
Vol 9 (1) ◽  
pp. 24
Author(s):  
Diyah Atiek Mustikawati
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Oral Communication ◽  
Boarding School ◽  
Code Switching ◽  
Learning Activities ◽  
Original Language ◽  
Code Mixing ◽  
Third Person

This study aimed to describe a form of code switching and code mixing specific form found in the teaching and learning activities in the classroom as well as determining factors influencing events stand out that form of code switching and code mixing in question.Form of this research is descriptive qualitative case study which took place in Al Mawaddah Boarding School Ponorogo. Based on the analysis and discussion that has been stated in the previous chapter that the form of code mixing and code switching learning activities in Al Mawaddah Boarding School is in between the use of either language Java language, Arabic, English and Indonesian, on the use of insertion of words, phrases, idioms, use of nouns, adjectives, clauses, and sentences. Code mixing deciding factor in the learning process include: Identification of the role, the desire to explain and interpret, sourced from the original language and its variations, is sourced from a foreign language. While deciding factor in the learning process of code, includes: speakers (O1), partners speakers (O2), the presence of a third person (O3), the topic of conversation, evoke a sense of humour, and just prestige. The significance of this study is to allow readers to see the use of language in a multilingual society, especially in AL Mawaddah boarding school about the rules and characteristics variation in the language of teaching and learning activities in the classroom. Furthermore, the results of this research will provide input to the ustadz / ustadzah and students in developing oral communication skills and the effectiveness of teaching and learning strategies in boarding schools.   

Implementasi Ta’zir Dalam Meningkatkan Kedisiplinan Santri di Pondok Pesantren Al Masruriyyah

2019 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Amin Tasih ◽  
Ali Said
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Teaching And Learning ◽  
Boarding School ◽  
Boarding Schools ◽  
Learning Activities ◽  
Research Approach ◽  
The Impact

Al Masruriyyah Islamic Boarding School is one of the huts of the Tebuireng foundation that is still hungry for discipline in obeying the rules of the cottage. Al Masruriyyah Islamic boarding schools apply ta’zir as a form of consequence for santri who violate the rules of the cottage. This study aims to describe and analyze the implementation of ta’zir in increasing the discipline of santri in Al Masruriyyah Islamic boarding schools. This study uses a qualitative research approach. Data collection techniques using the method of observation, interviews and documentation. The data obtained will be compiled by reducing/summarizing the data, then presenting the data and drawing conclusions.  Based on the research shows that: the implementation  of ta’zir carried out by the management and has been approved by the supervisor and caregivers for giving ta’zir every 2 weeks. The criteria for the distribution of ta’zir are 3 from the low, medium and heavy according to the mistakes that have been made. The procedure for giving ta’zir (1) is advised, (2) in ta’zir (3) to be called to Ndalem. The impact of the implementation of ta’zir is that there is a better change in the implementation of teaching and learning activities, obeying the rules, and discipline in worship activities to Allah SWT.

scholarly journals Arabic Teaching and Learning on Construction of Modern Instruction in Muslim Minority Pesantren Society

2018 ◽  
Vol 3 (1) ◽  
pp. 33
Author(s):  
Ismail Suardi Wekke
Keyword(s):  
Teaching And Learning ◽  
Language Skills ◽  
Boarding School ◽  
Educational Institutions ◽  
Learning Context ◽  
Muslim Minority ◽  
Instructional Processes ◽  
Cultural Functions ◽  
Spiritual Movement ◽  
Muslim Minorities

Not only does pesantren (a term used to refer to an Islamic boarding school) instill a religious spirit, but it also interprets Indonesia based on the spirit of nationalism. Therefore, it is not surprising if later pesantren is presented in an attempt to dedicate itself to the nation and the state of Indonesia besides in the interests of Islam definitely. In addition to education, educational institutions such as pesantren also have socio-cultural functions and duties. Thus, a significant spiritual movement needs to be created in order to strengthen empowerment intended to provide education holistically. Among the tool to facilitate instructional processes is the mastery of Arabic. This paper describes the practices of teaching and learning Arabic among Muslim minorities using the approach of the principles of modernity. This research was conducted in West Papua, which covered five regencies and one city. Findings of the research suggest that instruction in a number of pesantren in Mayamuk, Aimas, Waisai, Teminabuan, Kaimana, Waigom, and Misol, was carried out in a structured manner. In those seven locations, Islamic education which adopted a language skill-based instructional framework was carried out by employing a communicative approach among santri (i.e. a term used to refer to students who go to pesantren). The skill developed among santri was language expression without any special emphasis on the mastery of grammar. The environment of pesantren equipped with a boarding school for santri as a place to stay facilitated interactions among santri to practice their language skills. Their language skills were adjusted to the learning context and the accompanying environment. The existing social aspects were then used to facilitate the learning process. Finally, this research draws conclusions that differences in learning objectives which determine the aspects of the approach and methodology affect Arabic instruction.

scholarly journals Enhancing EFL Learners' Talk Through CL Facilitated TBL: Process

2019 ◽  
Vol 8 (2) ◽  
pp. 175-183
Author(s):  
Siti Asriyah
Keyword(s):  
Cooperative Learning ◽  
Teaching And Learning ◽  
Good Alternative ◽  
Learning Activities ◽  
Case Study Methodology ◽  
Efl Learners ◽  
Self Confidence ◽  
Learning Techniques ◽  
Eighth Grade Students ◽  
Study Methodology

This study aimed to explain how cooperative learning facilitates task-based learning in enhancing EFL learners’ talk for eighth-grade students of SMPN 1 Magelang in the academic year 2018/2019. The researcher conducted the study based on Ellis (2003) and Kagan (1994) theories for explaining the process of teaching and learning activities using Task-Based Learning (TBL) and Cooperative Learning (CL) methods for enhancing EFL learners’ talk. This study used a qualitative case study methodology. The instruments used were observation sheet, interview guidelines, and document analysis. Based on the data analysis, it can be concluded that cooperative learning techniques that facilitated the task-based learning in learning activities can enhance the EFL learners’ self-confidence to talk in front of the class. Besides, task-based learning facilitated with cooperative learning techniques enhances students’ courage and creativity, it also makes them more active. The practice also made them more understand the materials. There are some suggestions. First, it will become a good alternative for the teacher to look up some interesting materials for the students as their guidance to enhance their speaking habits. The students are suggested to be accustomed to learning to speak using group and pair techniques because the technique can motivate them to have a speaking habit. Lastly, the next researcher needs to conduct further research related to other techniques in helping the students to improve their talk. Keywords: Task-based Learning, Cooperative Learning, enhance, EFL learners’ talk

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