scholarly journals Implementation of Islamic Character Education With Intervention Approach and Micro Habituation of Education in Kuttab Al-Fatih Jombang

2019 ◽  
Vol 6 (2) ◽  
pp. 245-272
Author(s):  
Nur Ulwiyah ◽  
Lilik Maftuhatin ◽  
Mochamad Samsukadi
Keyword(s):  
Character Education ◽  
Educational Institution ◽  
National Education ◽  
Study Approach ◽  
Interactive Analysis ◽  
Intervention Approach ◽  
National Education System ◽  
The Government ◽  
Analysis Models

This study discusses the process of internalizing Islamic characters in students applied in the Kuttab Al-Fatih Jombang non-formal educational institution. The character education that has been proclaimed by the government since 2003 through the National Education System has not shown encouraging results. This was shown by the rampant immorality of the ordinary people to the elite of this nation. With the intervention approach and the micro habituation, Kuttab Al-Fatih Jombang seeks to instill Islamic characters in their students. This research method is qualitative with a case study approach. Data were extracted by means of observation, interviews and documentation, then validated and analyzed by interactive analysis models of Miles and Huberman. The results of the study indicate that Kuttab Al-Fatih Jombang focuses on cultivating Islamic characters to their students. This is shown in the material given, only Qur’an learning and thematic faith. The safeguarding of Islamic characters is not only the same as the provision of material theoretically, but practically carried out by all those involved in micro habiation including school policies and rules, leaders, teachers, staff, students and parents. Therefore, the process of cultivating student character is done with two patterns, namely the pattern of formation and habituation patterns so that Islamic characters are internalized naturally to students. تناقش هذه الدراسة عملية استيعاب الشخصيات الإسلامية في الطلاب المتقدمين في مؤسسة غير رسمية "كتاب الفاتح "جومبانج. إن تعليم الشخصية الذي أعلنته الحكومة منذ عام 2003 من خلال نظام التعليم الوطني لم يظهر نتائج فخور بها. وذلك يظهر من خلال الفجور المتفشي للناس العامة حتى صفوة هذه الأمة. مع نهج التعويد على التعليم الجزئ ، يسعى مؤسسة "كتاب الفاتح "جومبانج إلى غرس الشخصيات الإسلامية فى نفوس طلابها. يستخدم هذا البحث الطريقة البحثية النوعية مع نهج دراسة الحالة. تم استكشاف البيانات من خلال الملاحظة والمقابلات والوثائق ، ثم تم التحقق منها وتحليلها من خلال نموذج التحليل التفاعلي لميلز وهوبرمان ، وقد أظهرت نتائج الدراسة أن كتاب الفاتح جومبانج ركز على زراعة الشخصيات الإسلامية للطلاب. يظهر هذا في المواد التعليمية التى تعطى هى تعليم القرآن والإيمان موضوعيىا فقط. وإن الحفظ على الشخصيات الإسلامية لا يقتصر على توفير المواد نظريا فحسب ، بل ينفذ عمليا من قبل جميع المشاركين في التعليم االجزئ ، بما في ذلك السياسات والقوانين الخاصة بالمدارس والقادة والمعلمين والموظفين والطلاب ووالديهم. لذلك تتم عملية زراعة الشخصيات الإسلامية للطلاب بنمطين ، هما نمط التكوين ونمط التعويد حتى يتم استيعاب الشخصيات الإسلامية بشكل طبيعي في فى نفوس الطلاب. Penelitian ini membahas tentang proses internalisasi karakter- karakter islami pada peserta didik yang diterapkan di lembaga pendidikan non-formal Kuttab Al-Fatih Jombang. Pendidikan karakter yang telah dicanangkan pemerintah sejak 2003 melalu Sisdiknas belum menunjukkan hasil yang membanggakan. Hal itu ditunjukan dengan maraknya perbuatan amoral dari masyarakat awam sampai elit bangsa ini. Dengan pendekatan intervensi dan baituasi mikro pendidikan, Kuttab Al-Fatih Jombang berusaha menanamkan karakter-karakter islami kepada peserta didiknya. Metode penelitian ini adalah kualitatif dengan pendekatan studi kasus. Data digali dengan cara observasi, wawancara dan dokumentasi, kemudian divalidasi dan dianalisis dengan model analisis interaktif Miles dan Huberman. Hasil penelitian menunjukkan bahwa Kuttab Al-Fatih Jombang fokus pada penanaman karakter-karakter islami kepada peserta didiknya. Hal itu ditunjukan pada meteri yang diberikan hanya pada pembelajaran al- Quran dan iman secara tematik. Penamanan karakter-karakter Islami tersebut tidak hanya sekerdar pemberian materi secara teoretis, tetapi secara praktis dilaksanakan oleh semua yang terlibat dalam mikro pendidikan yang meliputi, kebijakan dan aturan sekolah, pimpinan, guru, staf, siswa dan orang tua. Jadi proses penanaman karakter siswa dilakukan dengan dua pola, yaitu pola pembentukan dan pola pembiasaan sehingga karakter-karakter islami terinternalisasikan secara alami pada peserta didik.

scholarly journals The Implementation of Curriculum at Kuttab Al-Fatih Surabaya

2020 ◽  
Vol 3 (3) ◽  
pp. 174-178
Author(s):  
Muhammad Yudo ◽  
Rahmad Salahuddin
Keyword(s):  
Educational Program ◽  
Informal Education ◽  
Teaching Method ◽  
Educational Institution ◽  
Special Study ◽  
Data Presentation ◽  
National Education ◽  
Study Approach ◽  
Ancient Time ◽  
National Education System

This research describes the concept of the kuttab curriculum during the ancient time and its implementation at the lembaga pendidikan kuttab al-fatih surabaya as part of the national education system. This research is qualified as a special study approach. The data is collected using interview, observation and documents. Whereas in analyzing data it uses the concept of analysis of miles and huberman, which is data reduction, data presentation and making conclusion. This research concludes that: 1. Formerly the concept of the kuttab curriculum during the ancient time was made only to wish for allah's blessing but later developed to have a social and even material aim. Also the content of its curriculum is very simple and uses a separate curriculum pattern. 2. The concept of the kuttab curriculum which is applied at the lembaga pendidikan kuttab al-fatih surabaya contains the aim and contents of the curriculum, teaching method and the system of evaluation as well. Kuttab al-fatih educational institution surabaya also uses an informal education (pusat kegiatan belajar masyarakat/pkbm) in applying its educational program by creating an equivalence program in order to achieve the primary education diploma known as the package a diploma as part of the national education which is available in indonesia

scholarly journals KONTRIBUSI PENDIDIKAN AGAMA TERHADAP PENDIDIKAN MULTIKULTURAL, PENDIDIKAN KEWARGANEGARAAN, DAN PENDIDIKAN KARAKTER BANGSA: Studi Terhadap Ideologi Pendidikan Islam di Indonesia

2015 ◽  
Vol 3 (1) ◽  
pp. 63-84
Author(s):  
Mukhammad Abdullah
Keyword(s):  
Multicultural Education ◽  
Character Education ◽  
Civic Education ◽  
Education System ◽  
Religious Culture ◽  
Islamic Education ◽  
National Education ◽  
National Education System ◽  
Crucial Component ◽  
The Government

Plurality of ethnicities, religions, and cultures is Indonesian historical facts. Diversity can be a gift or a disaster. If properly managed it can enrich human lives; on the contrary, if not properly managed it can lead to disaster in the form of tension, conflict, and violence. The function Islamic Education as a subject that is still preserved in the National Education System is expected to shape the character of students, so that they become Muslims who fear (in the sense of obedience to Allah),and at the same time be a citizen of Indonesia that is tolerant, accepting the condition of multi-cultural, and reject all forms of oppression that degrades human dignity. It specifically can be seen from learning objectives, that is to realize the Indonesian people who are religious, noble, knowledgeable, diligent to worship, intelligent, productive, honest, fair, ethical, disciplined, tolerant (tasamuh), maintaining harmony and developing religious culture at school. Philosophically, Islamic education is relevant to and an integral part of the national education system. The position of Islamic education as a subsystem of national education serves not only as a supplement, but as a substantial component. It means that Islamic education is a crucial component of national educational journey. Since the government has proposed the concept of multicultural education, civic education, and character education, then it cannot get rid of Islamic education. Key words: ideology of Islamic education, multicultural education, civic education, character education of the nation.

scholarly journals Pendidikan Islam Sebagai Grand Design Pendidikan Karakter

2015 ◽  
Vol 7 (1) ◽  
pp. 141-159
Author(s):  
Muhammad Isnaini
Keyword(s):  
Character Education ◽  
Educational Institution ◽  
Education Institution ◽  
Boarding School ◽  
Developed Countries ◽  
The United States ◽  
Formal Curriculum ◽  
National Education ◽  
Education Agenda ◽  
The Government

Character education is a positive offer in the eradication of moral crises which particularly emerged in our students. Therefore, the internalization of values of character education in the educational institution is a must. As an Islamic education institution in Indonesia, the existence of Boarding school is considered to be able to develop values of character education which may be done through formal or non-formal curriculum. This is so because since its early existence, Boarding school has delineated its distinctive feature which is different from the other common types of education. Here, the implementation of character values have been integrated (within large portion) in the religious subjects. Character education, at least in the discourse, still a potent tool in addressing the arious issues that whack this nation. Not only in Indonesia, even in developed countries such as the United States, Germany, Japan, and, still rely on character education as a mainstay of kick to overcome various moral issues at hand. Character education became very warm issue in the education scene in Indonesia due to the rampant cases of moral that afflicts this nation, ranging from scenes in high State institutions, educational nstitutions until those cases that occur in the streets. The cases allegedly due to the failure of education that has lasted until today. Criticisms of the educational world tends to be mechanical, cognitive aspects than prefer the affective and psychomotor, and a series of spicy criticism more have graced the writings of educational expert. In order to respond to these concerns, the Government now, through the Ministry of education and culture and supported by the Ministry of Religion, raised character education agenda as the national education agenda. Sayang sayang thousand, until now there has been no clear concept of philosophy as well as on the technical implementation. This paper will offer solutions to various problems in philosophy as well as the implementation of character education. The author of the theme of humanist-religious is one of spirits in character education. The reason is that to improve the character of a nation, certainly could not depart from values which do not come from the nation itself. Humanist-religious is a character that belongs to the people of Indonesia so that character education is applied in this country inevitably had to depart from this character. After discussing the philosophy of character education from the perspective of humanist-religious, the author offers some alternatives that are related to the stages of education, learning methods, as well as the position of teachers in character education

scholarly journals Natural School Management: A New Paradigm for Education

2021 ◽  
Vol 9 (4) ◽  
pp. 479
Author(s):  
Firman Firman ◽  
Friscilla Wulan Tersta ◽  
Eva Iryani
Keyword(s):  
Character Education ◽  
Teaching And Learning ◽  
Structure Interview ◽  
Alternative Form ◽  
New Paradigm ◽  
National Education ◽  
Study Approach ◽  
New Concepts ◽  
Semi Structure Interview

School of nature is one of the new concepts in the world of education. The natural school is basically an alternative form of education that uses the universe as a place of learning, teaching material and also as an object of learning. According to some experts, it is believed that this concept is an effective approach for the realization of activities related to active learning. The aims of this research are to investigate how the management of natural schools works, specifically in planning, organizing, actuating, and controlling. This study utilized qualitative method with a case study approach. The data were collected by semi structure interview, observation and documentation. The data were then analyzed, described, and interpreted comprehensively. The data revealed  that character education and religion are emphasized to the students in teaching and learning process. There are 3 curriculum adopted in the management of this natural school, namely: Curriculum implemented by the national Education Office, IT (Islam terpadu) curriculum, and BBA curriculum (learning with nature). It was agreed to create an academic student and balanced character.  

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 Model Penguatan Pendidikan Karakter pada Sekolah Perjumpaan di Nusa Tenggara Barat

SMART ◽  
2021 ◽  
Vol 7 (01) ◽  
pp. 15-28
Author(s):  
Wahab Wahab ◽  
Ahmad Muntakhib
Keyword(s):  
Character Education ◽  
Educational Institution ◽  
Study Groups ◽  
Educational Process ◽  
Educational Institutions ◽  
Private Lessons ◽  
Study Approach ◽  
Final Score ◽  
Character Building

The character of students should be able to describe the implementation of the educational process. However, so far, the educational process has emphasized more knowledge orientation than character building. It is reflected in the pride of almost every educational institution if its students succeed in achieving a high National Exam or UAN Final Score. This orientation is supported by the growth and development of tutoring institutions, private lessons, study groups, or teacher rooms. This condition triggers a real thought and action to restore the primary function of education as character building. One model of strengthening character education is through the community of Sekolah Perjumpaan in West Nusa Tenggara. This research is qualitative research with a case study approach. The subjects of this study were student participants in the Sekolah Perjumpaan in West Nusa Tenggara. This research was conducted at the community point of Sekolah Perjumpaan in Bangket Bilong Village, Midang, Mantang, and at the initiator of the Sekolah Perjumpaan. This study found that the Sekolah Perjumpaan is a model of strengthening character education, positioning students as subject to subject, and awakening students to fulfill each participant's obligations as complementary beings collectively. Thus, the character education model of the Sekolah Perjumpaan can be applied in other educational institutions.

scholarly journals Peran Politik Terhadap Pengembangan Dan Implementasi Kurikulum

2021 ◽  
Vol 21 (2) ◽  
pp. 139-143
Author(s):  
Septriyan Anugrah ◽  
Nizwardi Jalinus ◽  
Rijal Abdullah ◽  
Mudjiran Mudjiran ◽  
Diah Anggraini Austin ◽  
...  
Keyword(s):  
Curriculum Development ◽  
The Political ◽  
Literature Study ◽  
National Education ◽  
Study Approach ◽  
National Education System ◽  
Political Conditions ◽  
The Government ◽  
The Times

Efforts to improve the quality of education continue to be carried out by the government, one form of this effort is the development and review of the curriculum so that it is under the times. Several factors underlie curriculum development, including philosophical, psychological, socio-cultural, political, state development and world development, and science and technology (IPTEK) foundations. The process of changing the curriculum in various countries cannot be adapted to the political conditions in that country, therefore the educational curriculum may change at any time according to the political conditions that affect the country concerned. This study aims to analyze and describe the influence of politics on curriculum development in the National Education System. This research is qualitative research using a literature study approach. Furthermore, data were collected through document study.

scholarly journals The Implementation of the Character Education Strengthening (PPK) Movement in the Junior High Schools (SMPN) Kerinci Regency

2021 ◽  
Vol 6 (1) ◽  
pp. 117
Author(s):  
Ahmad Jamin ◽  
Deri Wanto ◽  
Sapriadi Sapriadi
Keyword(s):  
Character Education ◽  
Social Care ◽  
Junior High Schools ◽  
Case Study Approach ◽  
Study Approach ◽  
Qualitative Research Design ◽  
The World ◽  
The Government ◽  
Almost All

The PPK movement launched by the government is a response to the phenomenon of moral decadence/character crisis that occurs in almost all levels and sectors of life, including in the world of education. The PPK movement aims to instill and strengthen the values of the nation's character in the education unit. This study aims to describe the implementation of the PPK movement in the SMPN Kerinci regency by using qualitative research design and case study approach, namely in SMPN 13, SMPN 15, and SMPN 48. Data were collected through observation, unstructured interviews, and documentation. The data collected was then analyzed with Miles and Huberman techniques with data reduction, display, and conclusion drawing stages. The implementation of PPK has been running quite well. It positively impacts strengthening students' character characterized by increased discipline, honesty, responsibility, creativity, social care, and so on. However, the implementation of the PPK movement still has some constraints as teachers do not understand the essence and urgency of the PKK movement comprehensively and completely. In addition to other factors such as inadequate learning facilities and resources and still lack of support from stakeholders and the community.

scholarly journals Pengembangan Standarisasi Pondok Pesantren

Nadwa ◽  
2013 ◽  
Vol 7 (1) ◽  
pp. 71 ◽  
Author(s):  
Umar Sidiq
Keyword(s):  
Informal Education ◽  
Formal Education ◽  
Educational Institution ◽  
Education Standards ◽  
Religious Knowledge ◽  
National Education ◽  
National Examination ◽  
Education Outcomes ◽  
National Education System ◽  
The Government

<p>Pesantren as a forerunner to the original Indonesian educational institution just legally recognized in 2003 through the National Education Law No. 20/ 2003. The pesantren educations that were initially oriented only on deepen-ing religious knowledge have begun to include general subjects. The inclu-sion of these subjects is expected to expand the horizons of students’ thought in which they will also take the national examination held by the govern-ment. The informal education outcomes are appreciated to be equivalent to formal education after passing the assessment of equivalency process con-ducted by agencies appointed by the government or local authorities by ref-erence to national education standards. The pesantren has a special place and position in the national education system. Therefore, the pesantren should always make improvements and increase its education quality.<br /><br /><strong>Abstrak</strong></p><p>Pesantren sebagai cikal bakal lembaga pendidikan yang asli Indonesia baru mendapat pengakuan secara yuridis pada tahun 2003 melalui UU Sisdiknas No. 20 Tahun 2003. Pendidikan pesantren yang pada mulanya hanya berorientasi pada pendalaman ilmu agama semata-mata mulai memasukkan mata pelajaran umum. Masuknya mata pelajaran ini diharapkan untuk memperluas cakrawala berpikir para santri dan biasanya pula para santri mengikuti ujian negara yang diadakan oleh pemerintah. Hasil pendidikan nonformal dapat dihargai setara dengan hasil program pendidikan formal setelah melalui proses penilaian penyetaraan oleh lembaga yang ditunjuk oleh pemerintah atau pemerintah daerah dengan mengacu pada standar nasional pendidikan. Posisi pesantren dalam sistem pendidikan nasional memiliki tempat dan posisi yang istimewa. Karena itu, sudah sepantasnya jika kalangan pesantren terus berupaya mela-kukan berbagai perbaikan dan meningkatkan kualitas serta mutu pendidikan di pesantren.<br /><br /></p>

scholarly journals KEBIJAKAN PENGEMBANGAN PENDIDIKAN

2017 ◽  
Vol 15 (1) ◽  
pp. 1-14
Author(s):  
Muhaemin B
Keyword(s):  
Social Justice ◽  
Education Reform ◽  
Character Education ◽  
Education System ◽  
Teacher Professionalism ◽  
National Education ◽  
National Education System ◽  
Moral Problems ◽  
The Government ◽  
Descriptive Method

The development of education in Indonesia is currently faced with the moral problems of the nation's children. This study aims to provide constructive results for the national education system in terms of character education of the nation. This research uses descriptive method to collect actual information in detail that describe the existing symptoms, identify problems, make comparisons or evaluations. This study shows that any morality-related issues of education can not be solved using only one approach but require another approach depending on the conditions prevailing at the time.Indonesia’s national education system developed from the struggle for independence and the renaissance of the nation. During its development, many influences, local or global, contributed to the changing nature of the curriculum, pedagogy, assessment, and teacher professionalism. The author argues that education reform should entail a dialog involving the government, educators, and society to attain the goal of constructing an independent society of democracy and social justice.

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