scholarly journals Responses of Madrasah to Social Change: A Study on Madrasah Aliyah in Bengkulu City

2020 ◽  
Vol 24 (1) ◽  
pp. 83
Author(s):  
Samsudin Samsudin
Keyword(s):  
Social Change ◽  
Informal Education ◽  
Formal Education ◽  
Educational Institution ◽  
Research Data ◽  
Social Changes ◽  
General Science ◽  
Sociological Approach ◽  
The Family ◽  
Agent Of Change

Madrasah Aliyah is an Islamic educational institution that combines the teaching of religious sciences and general science. Madrasah Aliyah is an agent of change and at the same time Madrasah Aliyah as an object of social change. The problem of this research is how Madrasah Aliyah responds to the process of change that occurs in the community. The purpose of this study is to describe the forms of activities undertaken by Madrasah Aliyah in response to social changes that occur in Bengkulu. By using descriptive qualitative methods with a sociological approach, research data were obtained through interview, observation and documentation techniques. Subsequent research data were analyzed using Miles and Huberman's perspective flow model. The results of the study are that the response of Madrasah Aliyah to social change, including improving various functions of the madrasah, improving the function of transformation and adaptability, strengthening the formation of religious character and social control, encouraging becoming an inventor / innovator, increasing the miniature function of family religion, values education universal, and strengthening the synergy of the tri-education center (education in the family (informal education), education in schools (formal education), and education in the community (non formal education).

scholarly journals Parent Story Telling Skill at Baitul Maqdis Cipta Edukasi

2019 ◽  
Vol 5 (2) ◽  
pp. 160
Author(s):  
Uha Julaeha ◽  
Prijana Prijana ◽  
Andri Yanto
Keyword(s):  
Fairy Tales ◽  
Informal Education ◽  
Fairy Tale ◽  
Formal Education ◽  
Educational Institution ◽  
Secondary Data ◽  
Study Groups ◽  
Research Data ◽  
Primary Data ◽  
Sign Test

Background of the study: informal education can be enhanced by providing parents with parenting education (non-formal education for parents) which can be obtained through courses, training, study groups, and community learning centers in order to support lifelong education. One of them is through inspiring fairy tale training for parents and educators organized by the educational institution Baitul Maqdis Cipta Edukasi (BMCE). Purpose: This research aims to determine the differences in the ability of storytelling  participants between before and after being given treatment in the form of storytelling  training in Baitul Maqdis Cipta Edukasi. Method: The method in this research uses a quantitative method through a pre-experimental study approach with the form of one group pretest-posttest design. The research population consisted of 36 Baitul Maqdis Cipta Edukasi storytelling  trainees. Sampling is based on the proportion of total sampling, which is a total of 36 participants. The research data was collected using primary data and secondary data. Primary data in the form of questionnaires, observation, interviews. Secondary data in the form of library studies. The research data uses a nominal scale and analyzed using a sign test (sign test) with a 95% confidence level. Findings: The results of this study indicate that there are differences in storytelling  skills in the form of the ability to understand and choose story material, the ability to tell fairy tales, and the ability to tell messages behind fairy tales after being given treatment. Conclusion: So that storytelling  training improves the ability of storytelling  participants and there are differences in the form of additional knowledge and skill of participants.

scholarly journals Social Changes on Basisombow in The Community of Kampar Riau Regency

Catharsis ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. 70-76
Author(s):  
Osmawinda Putri ◽  
Hartono Hartono ◽  
Udi Utomo
Keyword(s):  
Social Change ◽  
Social Changes ◽  
Multiple Sources ◽  
Internal Factors ◽  
Sociological Approach ◽  
The North ◽  
New Findings ◽  
The Social ◽  
Two Factors ◽  
Inspection Process

Basisombow is a literature that develops in the North Kampar of Kampar District. In antiquity Basisombow was used for traditional event, wedding, and circumcision event. The research aims to describe and analyze the social change of Basisombow in the community of Kampar Riau Regency. This study used qualitative research, with a sociological approach. Observation technology, interviews and documentation are used as instruments of the research in collecting the data. The data analysis procedures used data reduction, data presentation and data verification. The validity of the data in this study used Triangulation source that was performed for the inspection process by examining data from multiple sources. The results of the study that Basisombow experienced social change as follows: 1). Changes on Kampar community structure; 2). new findings and other cultural contacts; 3). Differences of opinion amongst generations. In particular, the findings in social change are influenced by 2 (two) factors such as; external and internal factors which are related to the social environment of the Kampar community.

scholarly journals DERADIKALISASI ISLAM MELALUI PENDIDIKAN MULTIKULTURAL BERBASIS KEARIFAN LOKAL PADA MASYARAKAT CIGUGUR

2017 ◽  
Vol 22 (1) ◽  
pp. 51
Author(s):  
Muhammad Arif
Keyword(s):  
Multicultural Education ◽  
Family Environment ◽  
School Environment ◽  
Informal Education ◽  
Formal Education ◽  
Three Dimensions ◽  
Ethical Guidelines ◽  
The People ◽  
The Family ◽  
Education School

Artikel ini bertujuan untuk mendeskripsikan konteks deradikalisasi Islam melalui pendidikan multikultural berbasis kearifan lokal. Untuk maksud tersebut, dilakukan penelitian mendalam pada masyarakat Cigugur. Penelitian menghasilkan temuan bahwa sikap toleran, saling menghargai, saling menghormati, dan bahkan saling bekerja sama yang tercipta dalam kehidupan masyarakat Cigugur yang multi agama dan multikultural didukung oleh aktualisasi pendidikan multikultural berbasis kearifan lokal yang mencakup tiga dimensi, yakni dimensi waktu, dimensi tempat, dan dimensi isi. Menurut dimensi waktu, pendidikan diselenggarakan dalam tiga fase, yakni sateuacan nitis (sebelum nitis), sateuacan boboran (sebelum lahir), dan saatosna boboran (setelah lahir). Menurut dimensi tempat, masyarakat Cigugur menyelenggarakan pendidikan di lingkungan keluarga (pendidikan informal), lingkungan sekolah (pendidikan formal), dan lingkungan masyarakat (pendidikan nonformal). Sementara, menurut dimensi isi, terdapat etika sebagai pedoman dan tuntunan berperilaku sosial yakni berupa cara ciri manusia dan cara ciri bangsa. This article aims to describe the context of the de-radicalization of Islam through multicultural education based on local wisdom. For this purpose, conducted in-depth research on Cigugur society. The study produced findings that tolerance, mutual respect, and even cooperate with each other in Cigugur society that’s multi-religious and multicultural, supported by the actualization of multicultural education based on local wisdom that includes three dimensions, namely the dimension of time, the dimensions of the place, and dimensional content. According to the dimension of time, education was held in three phases, namely “sateuacan nitis” (before mariage), “sateuacan boboran” (before birth), and “saatosna boboran” (after birth). According to the dimensions of the place, the people Cigugur education in the family environment (informal education), school environment (formal education) and community (non-formal education). Meanwhile, according to the dimensions of the content, there are ethical guidelines and guidance in social behavior, namely “cara ciri manusia” and “cara-ciri bangsa”.

scholarly journals "FORMAL" AND "NON-FORMAL" EDUCATION IN THE DIFFERENTIATION OF INTRINSIC PROPERTIES

2019 ◽  
pp. 76-89
Author(s):  
Volodymyr Slabko ◽  
Marianna Marusynets ◽  
Olga Strelnik
Keyword(s):  
Interdisciplinary Research ◽  
Informal Education ◽  
Formal Education ◽  
Educational Institution ◽  
Lifelong Education ◽  
Intrinsic Properties ◽  
Professional Programs ◽  
The Difference ◽  
Basic Approaches ◽  
The Right

The article analyzes the definitions of "formal" and "non- formal" education as varieties of lifelong learning in the context of foreign and Ukrainian scholars. The meaningful field of "lifelong education" in the coordinates of interdisciplinary research and basic approaches and interpretations of scientists is outlined. The essential characteristics of formal, non-formal and informal education are determined; their priorities and key differences that distinguish them from one another: formal education from non-formal education (alternative to formal education). The difference between information education is that it is not institutionalized, but also in terms of: term of study, age, gender, regional, religious, as well as the right to choose an educational institution or educational institution, field of training and specialty, educational and educational - professional programs.

scholarly journals «FORMAL» AND «NON-FORMAL» EDUCATION IN UKRAINE IN THE CONTEXT OF NEW SOCIO-CULTURAL CHALLENGES

2020 ◽  
Vol 7 (43) ◽  
pp. 61
Author(s):  
M. A. Sukholova
Keyword(s):  
Lifelong Learning ◽  
Informal Education ◽  
Formal Education ◽  
Educational Institution ◽  
Cultural Challenges ◽  
Educational Achievements ◽  
The Difference ◽  
Basic Approaches ◽  
The Right ◽  
Official Recognition

The article discusses the definitions of «formal» and «non-formal» education as varieties of lifelong learning in the context of foreign and Ukrainian scholars. The author outlines the semantic field of «lifelong learning» in the coordinates of interdisciplinary research, basic approaches and interpretations of scientists. The author determines essential characteristics of formal, non-formal and informal education; identifies their priorities and key differences that identifies one type from another: formal education from non-formal – the difference lies in the fact that the latter is an addition or an alternative to the formal, as well as in the official recognition or non-recognition by the state or authorized non-state qualification bodies obtained on the basis of educational achievements. The distinctive feature of informal education is that it is not institutionalized and possesses such features as: a period of study, age, gender, regional, religious characteristics, the right to choose an educational institution or facility, training program or field of study, educational and professional programs.Key words: lifelong learning, non-formal education, formal education, informal education.

scholarly journals Konsep Pendidikan Informal Perspektif Ibnu Sahnun (Telaah Kitab Adab Al-Muallimin)

2020 ◽  
Vol 3 (1) ◽  
pp. 31-47
Author(s):  
Anisatun Nur Laili
Keyword(s):  
Emotional Development ◽  
Informal Education ◽  
Formal Education ◽  
Early Age ◽  
Successful Implementation ◽  
General Knowledge ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Library Research ◽  
The Family

The family is the holder of control in informal education, especially in shaping the religious character of children from an early age. The intellectual, social, and emotional development of children is very fast in the golden age so that parents as holders of an important role in children's development must have the readiness and knowledge that is qualified for the successful implementation of informal education. This research is a library research that focuses on examining the thoughts of Ibn Sahnun, a scholar in the field of education in the 2nd century H. Related to the concept of informal education which he wrote in the book of Adab al-Mu'allimin. According to Ibnu Sahnun the main curriculum in informal education is the education of the Qur'an so that it is integrated with the general knowledge acquired by children in formal education. The obligation to educate is absolutely the property of parents, in addition to preparing knowledge, parents must also form noble qualities in themselves as educators, including patience, sincerity, fairness, responsibility, and gentle in educating. However, if parents really are not able to educate their children, then they are obliged to find a teacher for their children and give a salary to the teacher, but still supervise and accompany their children

scholarly journals Perubahan Sosial dan Manajemen Konflik di Desa Cikarawang Bogor

2018 ◽  
Vol 22 (2) ◽  
pp. 123-134
Author(s):  
Lusia Handayani ◽  
Vina Mahdalena ◽  
Munawar Khalil
Keyword(s):  
Social Change ◽  
Social Interaction ◽  
Data Collection ◽  
Formal Education ◽  
Qualitative Approach ◽  
Positive Contribution ◽  
Social Changes ◽  
The Social ◽  
Communication Conflict

Social interaction determines the development of a social change. The existence of the Bogor Agricultural Institute (IPB) with various activities considered to provide significant social changes in the surrounding villages, it is interesting to observe the dynamics of social change that occurred in Cikarawang. The existence of IPB in Dramaga Bogor for more than a decade is believed to have an impact and influence on people in Cikarawang village. The purpose of this study is to analyze how the social changes in Cikarawang village in relation to the presence and activity of IPB? How can communication conflict cause social change in Cikarawang village? The method used is qualitative approach. Data collection by observation, interview and documentation study. The results showed that for the community of Cikarawang village, the existence of IPB gave positive contribution especially on the aspect of labor, as well as agricultural and fishery extension. However, from the aspect of formal education, the villagers of Cikarawang who are studying in IPB are still very few. In addition, some campus policies intersect directly with the interests of Cikarawang villagers causing conflict. Through negotiation and mediation, conflict generates social change in the region. Keyword: Cikarawang village, IPB, conclict management, social change ABSTRAK Interaksi sosial akan menentukan bagaimana sebuah perubahan sosial terjadi. Keberadaan Institut Pertanian Bogor (IPB) dengan berbagai aktivitasnya diasumsikan akan memberikan perubahan sosial yang cukup signifikan di desa sekitar, sebagai salah satu desa lingkar kampus, menarik untuk mencermati dinamika perubahan sosial yang terjadi di Cikarawang. Eksistensi IPB di Dramaga Bogor selama lebih dari satu dekade diyakini memberikan dampak dan pengaruh terhadap masyarakat di desa Cikarawang. Tujuan penelitian ini adalah menganalisis bagaimana gambaran perubahan sosial yang terjadi di desa Cikarawang atas kehadiran dan aktivitas kampus IPB? Bagaimana konflik komunikasi dapat menimbulkan perubahan sosial di desa Cikarawang? Metode yang digunakan adalah pendekatan kualitatif. Pengumpulan data dengan observasi, wawancara dan studi dokumen. Hasil penelitian menunjukkan bahwa bagi masyarakat desa Cikarawang, keberadaan IPB  memberikan kontribusi positif terutama pada aspek tenaga kerja, serta penyuluhan pertanian dan perikanan. Namun demikian, dari aspek pendidikan formal, warga desa Cikarawang yang menjadi mahasiswa di IPB masih sangat minim. Selain itu, beberapa kebijakan kampus bersinggungan langsung dengan kepentingan warga desa Cikarawang sehingga menimbulkan konflik. Melalui negosiasi dan mediasi, konflik tersebut menghasilkan perubahan sosial di wilayah tersebut. Kata kunci: Desa Cikarawang, IPB, manajemen konflik, perubahan sosial

scholarly journals The Social Change of Barru District Society Due to the Construction of the Makassar - Parepare Railway Line

2020 ◽  
Vol 9 (2) ◽  
pp. 10-19
Author(s):  
S Jailany Darwis ◽  
Eva Banowati ◽  
Fadly Husain
Keyword(s):  
Social Change ◽  
Qualitative Method ◽  
Descriptive Analysis ◽  
Social Changes ◽  
Railway Line ◽  
South Sulawesi ◽  
The Social ◽  
The Government ◽  
Data Collection Technique ◽  
Agent Of Change

Indonesia that continued to change over time will no doubt affect the aspects of life. Aspect that could provide sustenance was the need of transportation through the construction of the Makassar - Parepare railway line. The goal was to know the social changes and adaptation patterns of children when social changes occurred as a result of the construction of the Makassar-Parepare railway. This study used qualitative method with descriptive analysis. The informants of the study were; 1) PPK Railway Development of South Sulawesi, 2) Affected communities, 3) Head of BPD in Ajakkang village, and 4) Head of Polewali environment. The data collection technique of this study were interviews, observation, and documentation. The results is construction of the Makassar - Parepare railway led a social change that could be seen based on the process and time. The planned social change occurred because the government is the agent of change in the development. The unplanned social change occurred because of the flooding. The form of social change based on the time of revolution in development has led to conflict due to different interests. The adaptation of children to social changes in society tends to conformity adaptation rather than other forms of adaptation.

The History of Nonformal and Informal Education

2019 ◽  
pp. 538-553
Author(s):  
Andrew Grunzke
Keyword(s):  
Young People ◽  
Research Methods ◽  
Informal Education ◽  
Formal Education ◽  
Educational Institution ◽  
Social Institutions ◽  
Popular Media ◽  
Educational Institutions ◽  
Educational History ◽  
History Of

Despite being older and more pervasive than formal education, the history of nonformal and informal education is less fully examined by historians of education. This chapter explores the unique opportunities and challenges experienced by historians studying nonformal and informal education. The spectrum of nonformal and informal education is incredibly diverse and includes the set of all social institutions that serve to shape an individual’s knowledge and values. It spans museums and libraries, popular media, and even casual relationships between young people and more experienced members of their communities. The study of the history of nonformal and informal education brings to the fore ontological questions about educational history, including what counts as an educational institution, the differences between education and entertainment, and whether the same research methods that apply to the study of formal educational institutions can be applied to the study of their less formal counterparts.

scholarly journals PERANAN MADRASAH DALAM MENINGKATKAN KEMAMPUAN BAHASA ARAB SEBAGAI BAHASA INTERNASIONAL

2018 ◽  
Vol 19 (2) ◽  
pp. 225
Author(s):  
Risvia Vahrotun Nisa’
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Informal Education ◽  
Formal Education ◽  
Educational Institution ◽  
Foreign Language Learning ◽  
Arab Countries ◽  
Educational Institutions ◽  
Public Places ◽  
International Language

Madrasah is one form of Islamic educational institution that has a long history, originated from an informal education in the form of da'wah Islamiyah, then increased in the form of halaqah, until finally developed in the institution of formal education in the form of madrasah. Among one of the Islamic educational institutions that teach Arabic is Madrasah starting from Ibtida'iyah, Tsanawiyah, and Aliyah levels. In these three levels of education Arabic is presented in a classical manner with different materials tailored to their respective levels. Politically-internationally, Arabic has now been recognized as an international language and is also used as one of the official diplomatic languages ​​in the United Nations (UN) forum. Some non-Arab countries in the world, such as Malaysia, have even acknowledged Arabic in their country and give an appreciation of the existence of Arabic writing in public places. As a branch of science that stands alone, Arabic has a unique systematic and structure. Arabic learning is generally the same as other foreign language learning, which aims to achieve four kinds of skills, namely listening, speaking, reading, and writing. The skill is achieved by a learning process involving important elements such as curriculum, teaching materials, teachers, teaching methods and learning, as well as learning facilities.

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