scholarly journals The Financial Aspects of Islamic Education (An Idea to Improve the Quality of Islamic Education in Islamic Boarding Schools)

2020 ◽  
Vol 2 (12) ◽  
Author(s):  
Abd Mukti ◽  
Yusnaili Budianti ◽  
Hamdani Hamdani
Keyword(s):  
Moral Education ◽  
Informal Education ◽  
Formal Education ◽  
Boarding Schools ◽  
Islamic Education ◽  
Cost Of Education ◽  
Education Costs ◽  
The Government ◽  
The Cost

Funding for education in Islam basically focuses on distributing education costs and burdens that must be borne by the community. Things that need to be considered in education financing are the amount of money that must be spent and where the source of the money is obtained. Thus, based on the source, the cost of education is obtained from the cost of education that comes from the government, the community, and the Baitul Mal. The main obstacle in financing Islamic education is due to limited sources of funds, low support for the community. In this case the thought about the source of education costs, at least the education providers must have planned it in detail because if the implementation process only depends on certain parties, in this case, the education providers are not serious in developing it. All these aspects are the concern of Pesantren in providing education to students, thus the educational aspect becomes part of the aspect of assessment that is very important in learning. The right attitude to respond to today's developments is expressed by the values of moral education developed through management functions to improve the quality of Islamic education in Islamic boarding schools. By implementing it in formal education, Pesantren education, informal education, and non-formal education, it will produce spiritual values, ethical honesty values, and tolerance values. Based on this view, the program implemented felt by all Pesantren residents through a good financial system.

scholarly journals DIFFERENCES OF EDUCATION SYSTEMS IN DEVELOPED AND DEVELOPING COUNTRIES CURRICULUM, EDUCATORS AND FINANCING IN INDONESIA AND FINLAND

2018 ◽  
Vol 6 (1) ◽  
pp. 139-152
Author(s):  
Wahyu Agus Setiawan
Keyword(s):  
Junior High School ◽  
Education System ◽  
Minimum Standard ◽  
Educational Assistance ◽  
The People ◽  
Cost Of Education ◽  
The Government ◽  
Keywords Education ◽  
The Cost

Abstract The education system is a whole component of education that is interrelated with one another. Better education system of a country will have a straightforward impact on the quality of the people in the country. The education system in Indonesia and Finland has differences and similarities. Teachers are both given autonomy to develop their teaching. Finland school is a place to grow and develop and is not a place to play and get scores but in Indonesia it is still score oriented, parents will be proud of their children who get good grades. In terms of educator recruitment, Finland set a minimum standard of S2 while in Indonesia at least S1. On the aspect of financing in Indonesian education, it still gets fund from students, but the government provides a variety of educational assistance at all levels such as BOS funds so that at the elementary and junior high school levels the cost of education is free because it is already covered by government assistance funds. Whereas Finland eliminates all education costs at all levels. Keywords: Education System, Educators and Financing   ملخص نظام التعليم هو مكون كامل من التعليم المترابط مع بعضها البعض ، فكان نظام التعليم في بلد ما له تأثير مباشر على جودة الناس في البلاد. نظام التعليم في اندونيسيا وفنلنديا لديهما خلافات وأوجه تشابه بينهما. يمنح المعلمون الاستقلالية لتطوير تعليمهم. تعد مدرسة فنلنديا مكانًا لنمو الطلاب وتطورهم وليست مكانًا للعب والحصول على القيمة ، بينما في إندونيسيا لا يزال التوجيه إلى القيمة ، فسيصبح الآباء فاخورين بأطفالهم الذين يحصلون على درجات جيدة. من حيث تعيين المعلمين في فنلنديا الحد الأدنى بمعيار الماجستيرS2 وفي إندونيسيا على الأقل S1. وفيما يتعلق بتكليفات التعليم الإندونيسي ، فإنه لا يزال بطلب التكليفات من الطلاب ، ولكن الحكومة توفر مجموعة متنوعة من المساعدات التعليمية على جميع المستويات مثل المساعدة لعملية التعليم BOS بحيث تكون تكاليف التعليم مجانية في المدارس الابتدائية والإعدادية لأنها تغطيها بالفعل أموال المساعدة الحكومية وفي حين أن فنلنديا يجعل مجانا على جميع تكاليف التعليم فى جميع المستويات. مفتاح الكلمات: نظام التعليم، والمعلمون، وتكالف التعليم Abstrak Sistem pendidikan adalah keseluruhan komponen pendidikan yang saling terkait satu sama lain.semakin baik sistem pendidikan suatu negara maka akan berdampak lurus dengan kualitas manusia di negara tersebut. Sistem pendidikan di indonesia dan finladia memiliki perbedaan dan juga persamaan. Guru sama-sama diberikan otonomi untuk mengembangkan pengajarannya. Di finlandia sekolah adalah tempat untuk tumbuh dan berkembang dan bukan tempat untuk bermain dan mendapatkan nilai namun di indonesia sedikit banyak masih berorientasi pada nilai, orangtua akan bangga dengan anaknya yang mendapatkan nilai bagus. Dalam hal rekrutmen pendidik di finlandia menetapkan standar minimal S2 sedangkan di indonesia minimal S1. Pada aspek pembiayaan pendidikan indonesia masih menarik dana dari siswa, namun pemerintah memberikan berbagai bantuan pendidikan pada semua jenjang seperti dana BOS sehingga pada jenjang sekolah dasar dan sekolah menengah pertama biaya pendidikan di gratiskan karna sudah tertupi dengan dana bantuan pemerintah. Sedangkan finlandia menggratiskan seluruh biaya pendidikan pada semua jenjang. Kata Kunci: Sistem Pendidikan, Pendidik Dan Pembiayaan.

scholarly journals PELATIHAN DAN SOSIALISASI SISTEM INFORMASI KEUANGAN PADA SEKOLAH ISLAM TERPADU PEKANBARU

2018 ◽  
Vol 2 (2) ◽  
pp. 211-219
Author(s):  
Wenni Syafitri ◽  
Muhamad Sadar ◽  
Eddisyah Putra Pane
Keyword(s):  
Basic Education ◽  
Reporting System ◽  
Education Practice ◽  
The Third ◽  
Poor Students ◽  
Cost Of Education ◽  
Third Stage ◽  
The Government ◽  
Reporting Mechanism ◽  
The Cost

SMP IT Madani as one of the schools that apply the concept of islamic in its education practice. SMPIT Madani is a school formed by amil zakat self-supporting institution ummah Riau by using theconcept of free school. SMP IT stands in 2011 with a total of 20 students. Over time, the currentnumber of junior Madani IT students amounted to 75 students. The average students who attendjunior high school IT is the students who come from poor families.SMP IT Madani has received School Operational Assistance (BOS) a few years back. The BOSprogram uses a different approach than Special Assistance for Students (BKM) ie BOS funds are notgiven to poor students but are provided to schools and managed by schools. The mechanism forcalculating BOS funds is based on the number of students in each school. So the goal of this BOScan be achieved is to free the cost of education for poor students or not able and can alleviate forother students so they can get 9 years basic education services.The obligations of schools receiving BOS programs should report the realization of the use of theprogram to the government. Currently schools are having difficulties to make reporting realizationof BOS program to government and foundation. Differences in reporting formats to foundations andgovernments make the school experience serious problems. If it does not sync between reportingbetween the government and the foundation will cause many other questions and problems. Wheninterviewed, the school is very eager for this matter to be resolved immediately.Based on the problems of the partners, it can be concluded the solution of the problem is a reportinginformation system synchronized to the government and the foundation. So that SMP IT Madani nolonger experience obstacles to the reporting of BOS program activities. As a result the name ofUnilak increasingly fragrant in the eyes of society, especially SMP IT Madani.Method of implementation of activities used is direct observation to the location of partners toperform the first phase, this stage includes data collection and data processing. When this stage takesplace, we will get an overview of the Information Technology environment, and the partner's needfor the BOS program reporting mechanism. After the first phase is done, it will be held the secondphase of socialization, this stage to do the sosiasisasi about the benefits of synchronizing BOSreporting to the government and the foundation. Then in the third stage, the authors do the designand implementation of BOS reporting system based on information obtained from the foundation.Finally, the training phase: Each partner school sends its representative two people, to attend trainingon the use of reporting system that can synchronize BOS and foundation reporting.

scholarly journals SERVICE IMPLEMENTATION OF CONSUMER INTEREST IN TEBING TINGGI BUSINESS CLINIC SUMATERA UTARA

2020 ◽  
Vol 8 (9) ◽  
pp. 200-208
Author(s):  
M. Umar Maya Putra ◽  
Syafrida Damanik
Keyword(s):  
Small And Medium Enterprises ◽  
Research Result ◽  
Service Needs ◽  
Ratio Data ◽  
International Exhibitions ◽  
The Government ◽  
Medium Enterprises ◽  
The Cost ◽  
The Relationship

This research begins with the development of MSMEs (Micro, Small and Medium Enterprises) which is an illustration of strengthening regional potential. Developing MSMEs can improve services to consumers in order to create buying interest. The benchmarks that are assessed through the level of confidence in a product directly aim to analyze customer interest. In this study, it is explained that customer interest is product quality, service quality, price, and cost which are closely related to meeting the service needs of the Tebing Tinggi Business Clinic (KLIBI) assisted them. The method used is the canonical analysis method which is a multivariate model that studies the relationship between the dependent variable set varied from the independent variable set. The data characteristics for canonical correlation are metric data, namely interval or ratio data. The research result gained that responsiveness and concern give the significant effect on the cost so that customers want to buy continuously. For the recommendation, The Government needs to improve the quality of product endorsement among Tebing Tinggi and Indonesian consumers by making the program business promotion and international exhibitions through KLIBI.

KINERJA GURU PASCA SERTIFIKASI

2017 ◽  
Vol 31 (2) ◽  
pp. 98-104
Author(s):  
Sudirman Sudirman ◽  
Agus Hakri Bokingo
Keyword(s):  
Human Resource ◽  
Formal Education ◽  
Group Discussion ◽  
Primary Data ◽  
Main Role ◽  
Literature Study ◽  
Continuous Training ◽  
Performance Quality ◽  
The Government

Teachers play an important role in a learning process. Thus they are the main factor in determining a quality of human resource in which through the qualified human resource, Indonesia has a competitive capability. he government implements a program of teachers certification and expect to be able to improve their performance thus their main role in the sequence of learning can be achieved. The problem statement of this research is how teachers’ performance after certification is. This research aims to give information on how teachers’ performance after certification is towards an improvement of their performance quality. It applies qualitative approach while its data are both secondary and primary data. The data are obtained through literature study, observation, interview and focus group discussion. The research is conducted at all levels of formal education in District of Gorontalo in three months during the research period. Research finding shows that teachers’ performance after certification is good compared to the performance before certification. Regarding improvement of teachers’ performance quality, the government is expected to provide the teachers with information and technology mastery through continuous training or workshop activity.

scholarly journals PESANTREN DALAM POLITIK DAN KEBIJAKAN PENDIDIKAN DI INDONESIA

2020 ◽  
Vol 1 (02) ◽  
Author(s):  
Kharisul Wathoni
Keyword(s):  
General Education ◽  
Religious Education ◽  
Government Policy ◽  
Basic Education ◽  
Boarding Schools ◽  
Islamic Education ◽  
Educational Institutions ◽  
Religious Activities ◽  
Political Policy ◽  
The Government

A political policy that is carried out within a certain period of time seems to encourage the development of a social system as an effort to maintain the security of the system and political policies. As the government policy given to pesantren as Islamic educational institutions in Indonesia, has had an impact on the development of Islamic education institutions in Indonesia from basic education institutions and even to the formation of higher education institutions that are able to compete with general education institutions. There are 5 characteristics inherent in Islamic boarding schools, namely: pondok, mosque, teaching of classical Islamic books, santri, and kyai. Islamic boarding schools in Indonesia have a very big role, both for the progress of Islam itself and for the Indonesian nation as a whole. Based on existing records, religious education activities in the archipelago have been started since 1596. These religious activities are later known as Islamic boarding schools. Ulama began to realize that the traditional Islamic boarding schools and education systems were no longer suited to the Indonesian climate at that time. Therefore, an idea emerged about the need to develop and renew Islamic education in Indonesia.

scholarly journals POLA ASUH DAN PEMBINAAN SOSIAL REMAJA PADA PONDOK PESANTREN

2021 ◽  
Vol 1 (2) ◽  
pp. 225-238
Author(s):  
MUMU MUKHLISIN
Keyword(s):  
Social Development ◽  
Role Models ◽  
Informal Education ◽  
Formal Education ◽  
Boarding School ◽  
Boarding Schools ◽  
Daily Activities ◽  
Religious Knowledge ◽  
Main Attraction

Islamic Boarding School education (Pesantren) began to be in great demand by the community as a place for formal and informal education. The main attraction of pesantren education is the embeded of character and religious knowledge which cannot be obtained in formal education. The application of Islamic character habituation applied to the daily life of students (santri) in Islamic boarding schools cannot be separated from the role of Kyai, Nyai as well as ustadz and ustadzah. The pattern of parenting and social development applied to students aims to change the students characters into virtuous characters in accordance with Islamic concepts. The habituation of Islamic character is carried out through the daily activities of students in Islamic boarding schools. This research with a theoretical approach tries to analyze the concept of parenting and social development of adolescents applied in Islamic boarding schools. The results of this study indicate that Parenting at Darunnajah Islamic Boarding School uses democratic parenting. The role of Kyai and Nyai as role models and mentors is a form of embodiment of religious characters. The application of discipline in the Islamic Boarding School did by using democratic and responsible parenting approach. ABSTRAKPendidikan Pondok Pesantren (Pesantren) mulai banyak diminati oleh masyarakat sebagai wadah pendidikan formal maupun informal. Daya tarik utama pendidikan pesantren adalah tertanamnya budi pekerti dan ilmu agama yang tidak dapat diperoleh dalam pendidikan formal. Penerapan pembiasaan karakter Islami yang diterapkan dalam kehidupan sehari-hari santri (santri) di pondok pesantren tidak lepas dari peran Kyai, Nyai serta ustadz dan ustadzah. Pola asuh dan pengembangan sosial yang diterapkan pada siswa bertujuan untuk mengubah karakter siswa menjadi karakter yang berbudi luhur sesuai dengan konsep Islam. Pembiasaan karakter islami dilakukan melalui aktivitas keseharian santri di pondok pesantren. Penelitian dengan pendekatan teoritis ini mencoba menganalisis konsep pola asuh dan perkembangan sosial remaja yang diterapkan di pondok pesantren. Hasil penelitian ini menunjukkan bahwa Pola asuh di Pondok Pesantren Darunnajah menggunakan pola asuh demokratis. Peran Kyai dan Nyai sebagai suri tauladan dan pembimbing merupakan salah satu bentuk perwujudan karakter religius. Penerapan disiplin di Pondok Pesantren dilakukan dengan menggunakan pendekatan pola asuh yang demokratis dan bertanggung jawab.

scholarly journals Kilas Balik Kebijakan Pendidikan Islam Indonesia pada Masa Orde Baru (1967-1997)

2019 ◽  
Vol 19 (1) ◽  
pp. 15-26
Author(s):  
M. Syahran Jailani ◽  
Muhammad Muhammad
Keyword(s):  
Higher Education ◽  
Elementary Schools ◽  
Religious Education ◽  
Islamic Education ◽  
Government Policies ◽  
New Order ◽  
The Government

Islamic education during the New Order experienced a growth both quantitatively and in terms of the quality of the organization. The New Order policy in Islamic Education, for example: the government implemented Islamic religious education taught in elementary schools to higher education, madrasa institutions and pesantren began to be recognized, the provision of facilities and others. Government policies during the New Order era, although providing fresh air for the development of Islamic education, the stakeholders must fight and work hard to convince the government so that the existence of Islamic education remains recognized and has the same position with other education nationally.

scholarly journals Peran Strategis Madrasah Swasta di Indonesia

2018 ◽  
Vol 6 (1) ◽  
pp. 91-106
Author(s):  
Solahudin Solahudin
Keyword(s):  
Public Schools ◽  
Islamic Education ◽  
Educational Institutions ◽  
Young Generation ◽  
Main Class ◽  
Strategic Role ◽  
The Government ◽  
Face Complex

This paper is aimed at discussing the strategic role of school (madrasah) in the country. Madrasah is one of the Islamic educational institutions that have an important role for the development of Islamic education in Indonesia. Madrasah is a place to galvanize the mental, moral, and spiritual of the young generation to educate students to be useful beings for the religion, state, and nation. Private Madrasahs as one of the Islamic Education Institutions in Indonesia have a strategic role in the participation of the nation's intellectuals. In the next developments, private madrasahs face complex issues. In one hand, there is a demand to improve the quality in order to compete with state Islamic education institutions and public schools, but on the other hand, the attention of the government, both central and local, to Islamic educational institutions is still low, even they are still placed not as the main class, but the second class of education institutions. The Ministry of Religious Affairs, which became the central policy, began to formulate serious efforts to improve the quality of madrasahs, such as through the Ministry's Strategic Plan.

scholarly journals ANALISIS USAHA HOME INDUSTRI KERUPUK RAMBAK

2017 ◽  
Vol 11 (1) ◽  
pp. 35-45
Author(s):  
Syarifah Aini ◽  
Erlin Widya Fatmawati
Keyword(s):  
Variable Cost ◽  
Fixed Cost ◽  
Business Activity ◽  
Total Cost ◽  
Total Variable Cost ◽  
Cost Of Production ◽  
The Government ◽  
The Cost ◽  
Breakeven Point

The purpose of this research is to know the amount of cost, acceptance, profit, profitability, and R / C Ratio from home industry crackers rambak in Sembon Village Satreyan District Kanigoro Blitar District. The result of this research shows that the total variable cost at rambak cracker agroindustry center is equal to Total variable cost Rp 1,139,783, - per day, total fixed cost Rp 4,953, - per day. So the total total cost of production is Rp 1,144,076, - per month. The breakeven point or BEP unit is 3 units. BEP Rp for RP 16,017, -. BEP revenue of Rp 16,017, - per day. Received revenue of Rp 1.650.000, - so the profit earned by employers is amounted to Rp 505,924, -. While the profitability of business is 44% which means this business is profitable. Home industry that run during this efficiency has been shown with R / C ratio of more than 1 that is equal to 1.44. Based on the criteria used, this business has been efficient because the efficiency value of more than 1. This means that every Rp 1.00 issued by the entrepreneur at the beginning of the business activities will get 1.44 times revenue from the cost incurred at the end of the business activity. This can be interpreted that home industry crackers rambak said Eligible to run. From this research it is suggested that entrepreneurs do creations by adding a sense of the product, so that the quality of the product can be increased and not less competitive with similar entrepreneurs from other regions. For the government, the Government of Blitar Regency through the Department of Industry and Trade and other related agencies should try to help develop the business crackers rambak by providing low-interest capital loans to entrepreneurs agro-industry crackers rambak.

scholarly journals PENDIDIKAN ISLAM DI KOTA PALU:(Perspektif Historisitas, Kelembagaan dan Peranan)

2019 ◽  
Vol 7 (2) ◽  
pp. 87-102
Author(s):  
Arifuddin M Arif
Keyword(s):  
Simple Form ◽  
Formal Education ◽  
Community Organizations ◽  
Islamic Education ◽  
Muslim Community ◽  
Xvii Century ◽  
The People ◽  
The Government ◽  
The City

Islamic education in the Palu valley grew and developed along with the entry and development of Islam in the city of Palu since 1650 (XVII century). Institutionally, Islamic education grows and develops through informal, semi-formal, formal, and formal education channels organized by Islamic community organizations, foundations, and the government. Islamic education which was born along with the coming of Islam itself in the valley of Palu, even though at first it was in a very simple form, until institutionalization was enough to color the diversity of the people of Palu City while respecting the culture and wisdom of the community. Islamic education in the city of Palu, has played its function and role in accordance with the demands of the community and its era, especially in fostering community fervor especially the Muslim community in the city of Palu.

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