scholarly journals Membina Karakter Anak Melalui Program Full Day School Berbasis Nilai-Nilai Kepesantrenan (Studi Kasus di Madrasah Ibtidaiyah Nurul Ummah Kotagede Yogyakarta)

2019 ◽  
Vol 4 (1) ◽  
pp. 19
Author(s):  
Zainun Wafiqatun Niam
Keyword(s):  
Character Education ◽  
Boarding School ◽  
Day School ◽  
Educational Institutions ◽  
School Program ◽  
Immoral Behavior ◽  
The Family ◽  
Education Today ◽  
Character Building ◽  
Full Day

Character building is an important step in the process of education, especially Islamic education. The occurrence of various forms of immoral behavior from the community, especially students is an increasingly problematic education today. Character building needs to be done early on to students, both within the family and educational institutions. This paper is intended to look at the process of character building in one of the Madrasah Ibtidaiyah institutions in Yogyakarta that applies the Fullday school model with a boarding school education base. The formulation of the problem to be answered is about how the process of implementing the Fullday school system in fostering children's character and how to foster children's character with boarding-based values. The results of the study show that character building through the Fullday school program can run more effectively because the teacher's guidance to students is more intensive. In addition, the planting of the values of the pesantrenan can provide students with supplies, such as serving the parents, living a simple and thrifty life, discipline, and so on. Character education and coaching in MI Nurul Ummah is the parents' choice because education obtained by children outside the home can be guaranteed.

scholarly journals INTEGRATION OF SCHOOL AND PESANTREN EDUCATIONAL SYSTEM AS A MODEL OF CHARACTER EDUCATION: PERSPECTIVE OF EDUCATIONAL TRANSFORMATION

2019 ◽  
Vol 2 (1) ◽  
pp. 32-59
Author(s):  
Maksudin Sudin
Keyword(s):  
Character Education ◽  
Educational System ◽  
School System ◽  
Boarding School ◽  
Day School ◽  
Educational Institutions ◽  
Educational Transformation ◽  
Islamic Schools ◽  
Education Model ◽  
Full Day

Abstract: Educational institutions in Indonesia experience a transformation, institutional forms, education system, and its operation. Transformation also occurs in Islamic educational institutions with various changes and modernization (i) Suffah, Dar al-Arqǎm, Kuttab (in the period of the Prophet and his companions), (ii) madrasah (in the period of tabiin such as Madrasah Nizamiyah), (iii) school (heritage of colonialist), (iv) pesantren (Java), dayah or rangkang (Aceh), and surau (Minangkabau) which are original educational institutions of the native (indigenous),and (v) integrated Islamic schools (SIT) under the network of integrated Islamic schools environment (JSIT), centered in Jakarta. Integration of school and pesantren educational system in 2014 bore SMA TRENSAINS Tebuireng Jombang. The concept of integration is in form of modernization of educational system between schools and pesantren into one system of education. Integration in boarding school system and full day school involves components of the system in form of inputs, process, direct output and indirect output (outcome). This integration is as one of the efforts to make a balance between intellectual, emotional, spiritual and religious intelligence. Those four intelligences are as the basis of character education model.

scholarly journals IMPLEMENTASI MODEL PENGUATAN KURIKULUM BERBASIS PESANTREN (STUDI KASUS PADA MADRASAH ALIYAH (MA) DI KUDUS)

QUALITY ◽  
2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Ihsan Ihsan
Keyword(s):  
Public Schools ◽  
Boarding School ◽  
Day School ◽  
The Other ◽  
Educational Institutions ◽  
Formal Curriculum ◽  
Equal Footing ◽  
The One ◽  
Full Day ◽  
Education Concept

<p><em>From political and regulatory viewpoints, the existence of Madrasahs as educational institutions get stronger with the issue of Regulation No. 2 Year 1989 and Regulation No. 20 Year 2003 and their derivative regulations. On the one hand, the regulations have helped facilitate the madrasahs get equal footing with public schools – even to some enjoy equal status  with public schools – and on the other hand, this new position confronts madrasahs with the challenges due to the fact that many of them have inferior resources. Conceptually, this Islamic boarding-based madrasah model is manifestation of divinity based education concept. Technically, this model adopt concept boarding school and/or full-day school. With this model, it is hoped that there will no more limitation of time to offer quality teaching and education. This model will not only let the madrasahs offer formal curriculum but hidden curriculum as well. Departing from the objective realities and the typology of madrasah aliyah in Kudus, the Islamic boarding-based madrasah as a model offered in this study is classified into three different models, i.e. Pesantren (Islamic boarding) madrasah, Pesantren Environment Madrasah, and Pesantren Values System Pesantren. As to implement these models, it is suggested that the madrasah will choose either one of the three which suits best to their contexts and capacities.</em></p>

scholarly journals CHARACTER BUILDING INDEPENDENCE THROUGH IMPLEMENTATION OF ISLAMIC STUDENTS FULL DAY SCHOOL

2017 ◽  
Vol 2 (2) ◽  
pp. 121
Author(s):  
Ariah Ariah
Keyword(s):  
Character Education ◽  
Primary Education ◽  
Research Method ◽  
Day School ◽  
Research Purpose ◽  
Character Formation ◽  
Emotional Aspect ◽  
Behavioral Aspects ◽  
Character Building ◽  
Full Day

The great task of education institutions or schools, particularly primary education that is shaping the personality of students through character education. Education in shaping the character of the student is a national educational purposes. One of the characters that are now considered to be relatively weak is the character of independence. The research purpose of this study was to determine the independence of character formation of students in SDIT Al Khairiyah Bogor through the implementation of Islamic full day school. This research method is descriptive qualitative. Based on the research that students' independence of character formation through the implementation of Islamic full day school in SDIT Al Khairiyah showed 40,2% of students independently on the emotional aspect, 30,9% of students independently on behavioral aspects and 57,8% of students independently on the value aspect.

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 Pengaruh Full Day School terhadap Pembentukan Karakter Religius Siswa

2018 ◽  
Vol 6 (1) ◽  
pp. 22-32
Author(s):  
Tri Yunita Raharjo ◽  
Homsa Diyah Rohana ◽  
Istyarini Istyarini ◽  
Nurussaadah Nurussaadah
Keyword(s):  
Elementary School ◽  
Day School ◽  
Quantitative Approach ◽  
Grade Student ◽  
School Program ◽  
Islamic School ◽  
Research Results ◽  
Character Building ◽  
Full Day

This article describes the effect of full day school program at fve grade of Nasima elementary school of Semarang to develop student religious character seen from its implementation. This research used quantitative approach in terms of correlation and the data were gathered trough questionnaire, interview and documentation. The research results shown that the implementation of full day school program at fve grade of Nasima elementary school was good at 76%, the religious character of ffth grade student is good in general up to 72% and full day school program influenced signifcantly on the nurturing student religious character at 51,8%. Therefore, full day school program in Nasima elementary school of Semarang has a great potential to encourage student religious character trough daily habituation program. Abstrak Artikel ini menguraikan pengaruh pelaksanaan full day school dalam membentuk karakter religius siswa kelas V Sekolah Dasar (SD) Nasima, Semarang, dilihat dari pelaksanaan sistem full day school di SD Nasima, Semarang. Penelitian ini menggunakan pendekatan kuantitatif jenis korelasional. Data pada penelitian ini diperoleh dengan cara penyebaran angket, wawancara, dan dokumentasi. Hasil penelitian menunjukan bahwa pelaksanaan full day school di SD Nasima dalam kategori baik yaitu sebesar 76%, karakter religius siswa kelas V SD Nasima secara umum juga dalam kategori baik yaitu sebesar 72%, dan full day school berpengaruh secara signifkan sebesar 51,8% terhadap pembentukan karakter religius siswa kelas V SD Nasima Semarang. Dengan demikian program full day school sebagaimana digambarkan di SD Nasima, Semarang, potensial sebagai program dan sistem yang dapat meningkatkan karakter religius siswa asalkan titik tekan programnya adalah pada pembiasaan nilai-nilai religius. Keywords: Full day school; character building; religious; elementary Islamic school

scholarly journals Implementation of Full Day School in Basic Schools in Forming Student’s Character

2021 ◽  
Vol 04 (12) ◽  
Author(s):  
Asti Retnosari ◽  
Keyword(s):  
Elementary School ◽  
Literature Review ◽  
Character Education ◽  
Elementary School Students ◽  
Positive Impact ◽  
Early Stage ◽  
Day School ◽  
School Students ◽  
Character Building ◽  
Full Day

The importance of implementing full day school in character building in elementary school students makes the writer interested in making a literature review. Character education is important to be developed and internalized immediately, because it has a noble enough purpose for the provision of students’ lives so that they are always ready to respond to all the dynamics of life with full responsibility. The research method used is literature study. The purpose of this literature review is to obtain a theoretical basis that can support problem solving regarding the application of full day school in character building for elementary school students. The results of this research shows that full day school gives positive impact for the children’s growth especially on establishing the character values since the early stage started from the elementary school.

scholarly journals The Roles of School Principal in the Implementation of Character Education at Boarding School

AL-TA LIM ◽  
2014 ◽  
Vol 21 (2) ◽  
pp. 104-111
Author(s):  
Asmendri Asmendri
Keyword(s):  
Character Education ◽  
School Performance ◽  
Boarding School ◽  
School Principal ◽  
Educational Institutions ◽  
Collaborative Approach ◽  
School Life ◽  
Clear Vision ◽  
Character Building ◽  
Social Rewards

The success or failures of educational institutions in the implementation of character education in boarding schools or madrasah is determined by its leaders.  The school principal as a leader and educator should be a good model to all teachers and learners in the school.  In other words,  he or she will create a healthy school life, conducive and supportive school performance. There are seven principal’s roles in implementing character building the school. He or she should has a clear vision, rely on more collaborative approach,  responsive and proactive in responding to what is happening outside of school, be consistent in enforcing the rules, be active, give  many social rewards, and create a variety of rides or activities that can develop pro-social skills and devotion of students.

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

Abstract 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. ملخص 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 عن 3102 سنة 32 هيكلا تنظيميا لإجراء برنامج التربية الإسلامية بإندونيسيا. ونظام وزير التربية رقم 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. Abstrak 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 Eksistensi Pendidikan Karakter Peserta Didik dalam Balutan Full Day School

2018 ◽  
Vol 5 (2) ◽  
pp. 159
Author(s):  
Alfiyatul Imaniyah
Keyword(s):  
Social Skills ◽  
Character Education ◽  
Day School ◽  
Science Knowledge ◽  
Purpose Of Education ◽  
Character Building ◽  
Education And Development ◽  
Education Of Students ◽  
Full Day

AbstrakTulisan ini akan membahas tentang eksistensi pendidikan karakter di sekolah dalam konsep full day school. Sekolah merupakan lembaga yang berperan sebagai penyelenggara pendidikan dan pengembangan ilmu, pengetahuan, teknologi dan seni. Tujuan pendidikan ialah membentuk kepribadian, kemandirian, keterampilan social dan karakter. Oleh sebab itu, berbagai program dirancang dan diimplementasikan untuk mewujudkan tujuan pendidikan tersebut, terutama dalam rangka pembinaan karakter. Full day school akhir-akhir ini yang menjadi kontro versi dikalangan masyarakat pun menempati tempat ternyaman. Dibuktikan dengan menjamurnya sekolah-sekolah yang mulai menerapkan full day school untuk meningkatkan kualitas pendidikan karakter siswa khususnya.Kata kunci : Pendidikan Karakter, Peserta Didik, Full day SchoolAbstractThis writing is presenting about the existence of character education in schools in the concept of full day school. School is an institution that acts as a provider of education and development of science, knowledge, technology and art. The purpose of education is to shape the personality, independence, social skills and character. Therefore, various programs are designed and implemented to realize the purpose of education, especially in the context of character building. Full day school lately which became the contro version of society also occupies the most comfortable place. It is proven by the proliferation of schools that start implementing full day school to improve the quality of character education of students in particular.Keywords: Character Education, Educate Participants, Full day School

scholarly journals Kesiapan Guru dalam Menghadapi Program Full Day School

2020 ◽  
Vol 3 (01) ◽  
pp. 1-10
Author(s):  
Dina Liana
Keyword(s):  
Qualitative Research ◽  
Character Education ◽  
Research Method ◽  
Day School ◽  
School Program ◽  
Descriptive Data ◽  
Qualitative Research Method ◽  
The Government ◽  
Full Day

The research is to discover the teacher’s readiness on applying full day school program declared by the government. Qualitative research method is used to grow descriptive data in for of interview. The findings clarifies that SMA N 1 Reteh is well-organized in applying full day school program to develop students’ potential by serving meaningful activities, in order to create generation of full of competency, attractiveness, and able to compete in the worldwide, as the 2013 curriculum persistence – building character education.

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