scholarly journals MODEL PENGEMBANGAN KURIKULUM PAI SMP DI KOTA SEMARANG

2018 ◽  
Vol 1 (1) ◽  
pp. 97
Author(s):  
Toha Makhshun
Keyword(s):  
High School ◽  
School Culture ◽  
Curriculum Development ◽  
Junior High School ◽  
Junior High ◽  
Curriculum Policy ◽  
Islamic School ◽  
Culture Activity ◽  
Development Application

A research based article “The model of PAI curriculum development at Junior high school in Semarang” is intended to see how far the development of PAI curriculum at Junior High School in Semarang. The main problem in this research is:   how is the development of PAI curriculum at Junior high school in Semarang. The techniques of collecting data applied in this research are (1) observation to collect data of PAI curriculum development application at NASIMA Junior High School and Sultan Agung Islamic Junior High School  I; (2) An interview to get  a clear, comprehensive and indepth information about PAI curriculum policy and it’s implementation at Nasima and Sultan Agung Islamic Junior High School I; (3) documentation, is for collecting  a history documentation, to formulate a curriculum. Descriptive-interpretative is used to analyze collected data.The reseach result shows that Nasima Junior High School and Sultan Agung Junior High School – Semarang have innovative and strategic steps in developing a curriculum. The curriculum is interpretated based on the needs of school and society through a religion and Islamic school culture   activity.

scholarly journals Keberadaan Badan Akreditasi Provinsi Sekolah/Madrasah (Upaya Meningkatkan Mutu Pendidikan Madrasah Di Provinsi Jambi)

MADRASAH ◽  
2016 ◽  
Vol 7 (2) ◽  
pp. 22
Author(s):  
M. Syahran Jailani
Keyword(s):  
High School ◽  
Elementary School ◽  
Junior High School ◽  
Junior High ◽  
Senior High School ◽  
Educational Institutions ◽  
Islamic School ◽  
Islamic Schools ◽  
Policies And Programs

<span><em>This research is intended to look into the existence of Province Acreditation </em><span><em>for School and Islamic School in Jambi through the policies and programs </em><span><em>executed, include the result of acreditation for islamic school at Ministry </em><span><em>of Religious Affairs in Jambi. The data from Jambi Ministry of Religious </em><span><em>Affairs in 2012 showed that from 538 islamic schools which have been </em><span><em>acreditated, ie:(a) 244 Islamic Kindergarten, 169 (7,63%) kindergartens </em><span><em>were acreditated, 75 (28,37%) kindergartens were not acreditated, (b). </em><span><em>263 Islamic Elementary School, 171 (61%) schools were acreditated, 98 </em><span><em>(38,20%) schools were not acreditated, (c) 345 Islamic Junior High School, </em><span><em>158 (44,99 %) schools were acreditated, 187 (55,01%) schools were not </em><span><em>acreditated and (d) 184 Islamic Senior High School, 88 (47,01%) schools</em><br /><span><em>were acreditated and 96 (52,99%) schools were not acreditated. From 1036 </em><span><em>educational institutions, there have been 450 (43,44%) islamic schools </em><span><em>which were acreditated while there were 586 (56,56%) isclamic schools </em><span><em>which were not acreditated. The main problem which happenned was there </em><span><em>were many islamic schools got C in acreditation and even some schools were </em><span><em>not acreditated. It was caused by: (a) socialization, (b) limitted fund, (c) </em><span><em>geographical condition, (d) the low network among islamic schools and (e) </em><span><em>there were many policies which have not been accompanied by commitment </em><span><em>fully.</em><br /><span><strong>Keywords : </strong><span><em>Madrasah/School Acreditation Board, The Quality Of Madrasah Education.</em></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><br /><br class="Apple-interchange-newline" /></span></span>

scholarly journals Peran Bimbingan dan Konseling di Madrasah

2019 ◽  
Vol 4 (1) ◽  
pp. 15-33
Author(s):  
Beti Malia Rahma Hidayati
Keyword(s):  
High School ◽  
Junior High School ◽  
Educational Psychology ◽  
School Counselor ◽  
Junior High ◽  
Job Analysis ◽  
Assessment Process ◽  
Islamic School

Educational – Psychology is one part of the Psychology and it is an application of Educational – psychology Science.  In the Islamic school, the jobs and role of education psychologist are handed by the School Counselor. One of the junior high school in Pare often finds cases dealing with the students’ discipline. These cases mostly handed by the homeroom teacher, vice headmaster and headmaster. So far the cases found are dealing with the disciple while other cases haven’t handled maximally. The unhandled cases bring problems for the school especially the system of Islamic school. The objective of the research is to comprehend more about the existing cases by applying psychology assessment process. This process is about to apply deeper observation and interview. In other side, the role of counselor is found not maximum. As the intervention of the problem, the researcher applies the followings: 1. set a module of counseling, 2. propose a counselor, 3. create a job analysis for the counselor. The set of intervention has been done. Although the change is not maximal, the activity has been ended. However, the result is a recommendation to be followed up by the Islamic school

scholarly journals The effects of social media use and school culture on students learning outcomes junior high school 01 of kisam ilir sub-district

2021 ◽  
Vol 6 (2) ◽  
pp. 343
Author(s):  
Hiri Yanto ◽  
Yassir Arafat ◽  
Alhadi Yan
Keyword(s):  
High School ◽  
Social Media ◽  
School Culture ◽  
Student Learning ◽  
Learning Outcomes ◽  
Junior High School ◽  
Quantitative Methods ◽  
Junior High ◽  
Student Learning Outcomes ◽  
Significance Level

This research is motivated by conditions among teachers. frequently use social media. The research objective was to determine the effect of using social media and school culture on student learning outcomes at Junior High School 01 Kisam Ilir, Muaradua Kisam District. This research uses quantitative methods. The population is 172 people and the research sample is 90 respondents. Data collection uses questionnaires and documentation of student learning outcomes which are then tested using the SPSS version 2.5 program. Hypothesis testing at the 5% significance level using the t-test, the conclusion of this study H1 is rejected, this shows that there is no influence between variable X1 on variable Y. For H2 is accepted, it shows that there is an influence between variable X2 and variable Y by 97%. To test the effect of variables X1 and X2 on Y simultaneously, the F test is used which results in H3 are rejected. The implication of this research is to cultivate social media in the school environment to support learning achievement.

scholarly journals The Electability of Islamic Educational Institutions

2020 ◽  
Vol 6 (1) ◽  
pp. 57-68
Author(s):  
Bahar Agus Setiawan ◽  
Hairul Huda ◽  
Sofyan Rofi
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
School Principals ◽  
Principal Component ◽  
Educational Institutions ◽  
Islamic School ◽  
Islamic Schools ◽  
Eigen Value ◽  
Educational Market

Islamic schools have participated in Indonesian educational market and they have shown significant developments both in their achievement and their images. Their competitiveness is reflected in the level of their electability which can be investigated from the survey. This study was aimed at investigating the principal component that influenced the electability of Islamic schools with the formulation of any variable problems that contributed significantly to the electability of Islamic schools. This research applied Principal Component Analysis (PCA) with a questionnaire instrument using nine variables with 72 measuring statements. There were 204 respondents took a part from MTsN (Madrasah Tsanawiyyah Negeri/State Islamic Junior High School) 5 Jember and SMPIT (Sekolah Menengah Pertama Islam Terpadu/Integrated Islamic Junior High School) Al-Ghazali Jember. The results of this study showed the principal component in each Islamic school amounted to one with an eigen value of 6.3081 and 6.1140. Based on the result of this study, some variables contributed significantly to the school electability and this was done by continuing the analysis until the proportion value was greater than 80 percent. The variables of principal, teachers and learning atmosphere influenced school electability at MTs Negeri 5 Jember and variables of school principals, teachers and infrastructure influenced significantly school electability at SMPIT Al-Ghazali.

scholarly journals The Influence of Transformational Leadership, School Culture and Work Motivation on School Effectiveness in Junior High School in Medan

2020 ◽  
Vol 3 (1) ◽  
pp. 625-634
Author(s):  
Gunawan Gunawan
Keyword(s):  
High School ◽  
Transformational Leadership ◽  
High Schools ◽  
School Culture ◽  
Significant Influence ◽  
Junior High School ◽  
School Effectiveness ◽  
Junior High ◽  
Work Motivation ◽  
Junior High Schools

This research is a quantitative study that examines the participatory leadership model, school culture and motivation with school effectiveness with path analysis techniques. The respondents of this study were 343 teachers in Junior High Schools in Medan from 2,140 teachers in 44 State Junior High Schools. The findings of this study statistically show that simultaneously there is a positive and significant influence of transformational leadership and school culture on the work motivation of Junior High School in Medan teachers, where the effect is 5.9%. Likewise transformational leadership, school culture and work motivation have a significant and significant influence on the effectiveness of State Junior High Schools in Medan, which amounted to 13.7%.

scholarly journals INOVASI PENGEMBANGAN KURIKULUM PAI DI SMP NURUL JADID

2018 ◽  
Vol 4 (1) ◽  
pp. 40-68
Author(s):  
Akmal Mundiri ◽  
Reni Uswatun Hasanah
Keyword(s):  
High School ◽  
High Schools ◽  
Curriculum Development ◽  
Junior High School ◽  
Junior High ◽  
Junior High Schools ◽  
Islamic Education ◽  
Curriculum Innovation ◽  
Know How

Innovation of curriculum development of Islamic Education at Nurul Jadid Junior High Schools based on the interest of writers to examine education in Junior High School, especially about the process of Innovation of PAI Curriculum, these are two things that have related to each other. Innovation means ideas or ideas, while the curriculum means roads. Therefore, curriculum innovation is an idea or idea of ​​thinking to achieve the path that will be pursued by educators and learners. The curriculum is a reference and it is very influential on education. The purpose of this research is to know how the process of Innovation of PAI Curriculum Development in Nurul Jadid Junior High School, to know the principles of curriculum development of PAI as well as to know the foundations in curriculum development, to improve furudul ainiyah coaching, to discipline students in performing prayers in ' ah that is done every day for Muslims, knowing the process of integration between the curriculum dengam madrasah diniyah, and linking curriculum PAI with boarding.

scholarly journals Pencegahan Bullying di Sekolah Melalui Program “Welcome Day”

2019 ◽  
Vol 3 (2) ◽  
pp. 94
Author(s):  
Budi Sarasati ◽  
Dian Kusumawati ◽  
Iin Wdiastuti
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Risky Behaviors ◽  
Junior High School Students ◽  
School Students ◽  
Islamic School ◽  
Service Activity ◽  
The Face

This community service activity is motivated by the condition of problems in the environment of Junior High School (SMP) of Global Insani Islamic School (GIIS); it has been found that one of the problems that is deemed necessary to watch out is in terms of interaction with fellow Junior High School students. Based on the observation of the school, in this case is the teacher, the intercommunications of Junior High School students are considered "braver". In the sense of sometimes "forgetting" the risks or dangers they face. If we learn further, then the risk behavior among Junior High School students can be caused by the adaptation process in the face of puberty and also in the face of changes in the style of intercourse in adolescence. Risky behaviors that become the most widespread problem are the behaviors associated with bullying and the behaviors of intercommunication with understanding of sexuality.

scholarly journals KARAKTERISTIK BUDAYA SEKOLAH DI SMP NEGERI 15 YOGYAKARTA SEBAGAI PELAKSANA PROGRAM SEKOLAH RESPONSIF GENDER

2021 ◽  
Vol 9 (2) ◽  
pp. 189-198
Author(s):  
Muhammad Hendra Prasetya
Keyword(s):  
High School ◽  
School Culture ◽  
Learning Style ◽  
Junior High School ◽  
Junior High ◽  
School Facilities ◽  
Head Of School ◽  
Data Source ◽  
The Government ◽  
Culture Of Gender

AbstrakPenelitian ini bertujuan untuk: 1) mendeskripsikan karakteristik budaya sekolah di SMP Negeri 15 Yogyakarta sebagai pelaksana program sekolah responsif gender; 2) mendeskripsikan faktor pendukung dan penghambat sekolah dalam pelaksanaan budaya sekolah responsif gender. Penelitian ini menggunakan pendekatan kualitatif metode deskriptif. Subjek dalam penelitian ini adalah kepala sekolah, guru, peserta didik dan orang tua peserta didik. Objek dalam penelitian ini adalah karakteristik budaya sekolah di SMP Negeri 15 Yogyakarta sebagai pelaksana program sekolah responsif gender. Setting penelitian ini di lakukan di SMP Negeri 15 Yogyakarta. Teknik pengumpulan data menggunakan observasi, wawancara dan dokumentasi. Teknik analisis data menggunakan model analisis data Miles dan Huberman. Adapun teknik keabsahan data menggunakan triangulasi sumber dan triangulasi teknik. Hasil penelitian ini menunjukkan bahwa: 1) karakteristik budaya sekolah di SMP Negeri 15 Yogyakarta sebagai pelaksana program sekolah responsif gender dapat dilihat dari pembiasaan nilai-nilai, penyediaan fasilitas fisik dan non fisik sekolah; 2) Faktor pendukung sekolah dalam pelaksanaan budaya sekolah responsif gender di SMP Negeri 15 Yogyakarta adalah sudah adanya modal sarana dan prasarana yang cukup baik, dan dukungan dari warga sekolah, masyarakat serta pemerintah, sedangkan faktor penghambatnya adalah guru masih kesulitan dalam membuat model pembelajaran baru yang responsif gender, sekolah kesulitan dalam membuat kegiatan-kegiatan khusus responsif gender, pemahaman peserta didik masih kurang tentang kesetaraan gender walaupun sudah disosialisasikan, dan kasus bullying yang terjadi masih terjadi di sekolah.Kata Kunci : Karakteristik Kultur Sekolah, Sekolah Responsif Gender AbstractThe purposes of this study are to: 1) describe the characteristic of school culture in Junior High School of 15 Yogyakarta as the implementer of gender responsive school program; 2) describe the support and obstacle factors of school in the implementation of responsive gender school culture. This study uses qualitative approach with descriptive method. The subjects of this study are the head of school, the teachers, the students, and the parents of the student. The object of this study is the characteristic of the school culture in Junior High School of 15 Yogyakarta as the implementer of gender responsive program. The setting of this study is Junior High School of 15 Yogyakarta. The techniques to collect the data are observation, interview, and documentation. The technique to analyze the data uses Miles and Huberman’s style analysis. Meanwhile, the technique of the validity uses triangulation of data source and triangulation of technique. The result of this study shows that:1) The characteristic of school culture in Junior High School of 15 Yogyakarta as the implementer of gender responsive program can be seen from the refraction of values, the provision of physics and non-physics of school facilities; 2) The support factors in the implementation of school culture of gender responsive in Junior High School of 15 Yogyakarta are from the good capital of infrastructure and the support from the members of school, society, and the government. Meanwhile, the obstacle factors are the teacher still feels difficult in order to make the new learning style which is gender responsive, the school feels difficult to make the activities especially in gender responsive, the understanding of the students about responsive gender are less even there is socialization, and bullying cases that happened in school   Keywords : Charateristics of School Culture, Gender Responsive School

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