scholarly journals KONTRIBUSI KH MUNAWWAR ADNAN KHOLIL GRESIK TERHADAP PENDIDIKAN ISLAM

2020 ◽  
Author(s):  
Muhammad Anas Ma`arif
Keyword(s):  
Formal Education ◽  
Historical Research ◽  
Islamic Education ◽  
Future Research ◽  
Life Skill ◽  
Education Curriculum ◽  
Biographical Research ◽  
Maximum Contribution ◽  
Skills Education ◽  
Life Skills Education

Pesantren as an indigenous culture is able to create unique traditions and works. The creation of a pesantren is caused by the persistence of its founder, the Kiai. The pesantren will remain an educational reference if the pesantren system and management are well managed. The importance of conducting narrative research from Kiai Munawwar is because of his expertise in managing education and creating works in many fields of science. This has not been much written about the Kiai Munawwar. This study uses philosophical historical research by narrating the characters, works, and biography and analyzing their contribution to Islamic education. The purpose of this research is to describe and analyze the gait and contribution of Kiai Munawwar Kholil Gresik to Islamic education, especially pesantren and the development of students' careers. This research resulted in: 1) Kiai Munawwar made a maximum contribution in Gresik through formal, non-formal education and life skills education for his students. 2) the works that have been written can be used as a pesantren education curriculum 3) life skill education as a means of (khidmah) in the pesantren. 4) The aim of pesantren education is by forming ulama and, generous tycoons 5) Educational methods by telling stories (history). Recommendation: Future research can examine Kiai Munawwar's works from various perspectives or in-depth biographical research.

scholarly journals KONTRIBUSI KH MUNAWWAR ADNAN KHOLIL GRESIK TERHADAP PENDIDIKAN ISLAM

2020 ◽  
Author(s):  
Muhammad Anas Ma`arif
Keyword(s):  
Formal Education ◽  
Historical Research ◽  
Islamic Education ◽  
Future Research ◽  
Life Skill ◽  
Education Curriculum ◽  
Biographical Research ◽  
Maximum Contribution ◽  
Skills Education ◽  
Life Skills Education

Pesantren as an indigenous culture is able to create unique traditions and works. The creation of a pesantren is caused by the persistence of its founder, the Kiai. The pesantren will remain an educational reference if the pesantren system and management are well managed. The importance of conducting narrative research from Kiai Munawwar is because of his expertise in managing education and creating works in many fields of science. This has not been much written about the Kiai Munawwar. This study uses philosophical historical research by narrating the characters, works, and biography and analyzing their contribution to Islamic education. The purpose of this research is to describe and analyze the gait and contribution of Kiai Munawwar Kholil Gresik to Islamic education, especially pesantren and the development of students' careers. This research resulted in: 1) Kiai Munawwar made a maximum contribution in Gresik through formal, non-formal education and life skills education for his students. 2) the works that have been written can be used as a pesantren education curriculum 3) life skill education as a means of (khidmah) in the pesantren. 4) The aim of pesantren education is by forming ulama and, generous tycoons 5) Educational methods by telling stories (history). Recommendation: Future research can examine Kiai Munawwar's works from various perspectives or in-depth biographical research.

scholarly journals The Contribution Of Kiai Munawwar Adnan Kholil Gresik On Islamic Education

2020 ◽  
Vol 31 (2) ◽  
pp. 218-236
Author(s):  
Muhammad Anas Ma'arif ◽  
Nur Silva Nabila
Keyword(s):  
Formal Education ◽  
Historical Research ◽  
Islamic Education ◽  
Future Research ◽  
Life Skill ◽  
Education Curriculum ◽  
Biographical Research ◽  
Maximum Contribution ◽  
Skills Education ◽  
Life Skills Education

Pesantren as an indigenous culture is able to create unique traditions and works. The creation of a pesantren is caused by the persistence of its founder, the Kiai. The pesantren will remain an educational reference if the pesantren system and management are well managed. The importance of conducting narrative research from Kiai Munawwar is because of his expertise in managing education and creating works in many fields of science. And this has not been much written about the Kiai Munawwar. This study uses philosophical historical research by narrating the characters, works, and biography and analyzing their contribution to Islamic education. This research resulted in: 1) Kiai Munawwar made a maximum contribution in Gresik through formal, non-formal education and life skills education for his students. 2) the works that have been written can be used as a pesantren education curriculum 3) life skill education as a means of (khidmah) in the pesantren. 4) The aim of pesantren education is by forming ulama and, generous tycoons 5) Educational methods by telling stories (history). Recommendation: Future research can examine Kiai Munawwar's works from various perspectives or in-depth biographical research.

STRATEGI PENGELOLAAN VOCATIONAL LIFE SKILL PADA PENDIDIKAN ISLAM

2021 ◽  
Vol 6 (1) ◽  
pp. 39-45
Author(s):  
Apri Wahyudi ◽  
Salamun ◽  
Abdul Hamid ◽  
Choirudin
Keyword(s):  
Education Program ◽  
Life Skills ◽  
Management Strategies ◽  
Islamic Education ◽  
Life Skill ◽  
Education Curriculum ◽  
Education Programs ◽  
Islamic Schools ◽  
Implementation Time ◽  
Skills Education

Abstract Tujuan penelitian ini untuk menjelaskan strategi penelolaan vocational life skills pada pendidikan Islam. pendidikan keterampilan dilatarbelakangi sebagai upaya pendidikan Islam dalam menjawab kebutuhan masyarakat yang menginginkan peserta didik tidak hanya memiliki kemampuan ilmu tetapi juga keterampilan untuk bekal hidup di masyarakat. Pengelola program pendidikan keterampilan pada pendidikan Islam mencakup aspek planning, implementing, and evaluating. a) Perencanaan program pendidikan keterampilan di Sekolah Islam meliputi pendidikan keterampilan yang akan dilaksanakan, mengadakan sosialisasi, menentukan tujuan, menyebar angket, menentukan waktu pelaksanaan, kurikulum pendidikan keterampilan pilihan, menyiapkan sarana prasarana. b) Pelaksanaan meliputi: menyeleksi dan memilih Pembina (tutor) untuk mengampu mata pelajaran pendidikan keterampilan, membuat modul pendidikan keterampilan terkait materi yang akan di ajarkan pada masing-masing guru Pembina. c) Adapun evaluasi, meliputi: penilaian terhadap program pendidikan keterampilan apakah sudah sesuai dengan target visi, misi dan tujuan melalui evaluasi persemester dilakukan oleh seluruh dewan guru bersama kepala sekolah dan evaluasi tahunan dilakukan kepala sekolah, komite madrasah. Keywords: Vocational Life Skills, Strategi Pengelolaan, Pendidikan Islam Abstract This study aim to describe management education program vocational skills at the Islamic schools. The background behind the education skills is an effort to Islamic schools in responding to the needs of people who want learners to have not only capabilityin science but also in skills for the provision of life in the community. The managements of skills education programs in Islamic schools are planning, implementing, and evaluating. a) Planning for skills education programs in Islamic schools includes skills education to be implemented, conducting socialization, determining goals, distributing questionnaires, determining the implementation time, selected skills education curriculum, preparing facilities, and infrastructure. b) Implementation includes: selecting and selecting coaches (tutors) to teach skills education subjects, making skills education modules related to the material to be taught to each coach teacher. c) The evaluation includes: an assessment of the skills education program whether it is in accordance with the target vision, mission, and objectives through a semester evaluation carried out by the entire teacher board together with the principal and an annual evaluation carried out by the principal, madrasah committee Keywords: Vocational Life Skills, Management Strategies, Islamic Education

scholarly journals PENDIDIKAN NONFORMAL DAN PENGURANGAN KEMISKINAN DI PEDESAAN

2011 ◽  
Vol 19 (2) ◽  
pp. 385
Author(s):  
Entoh Tohani
Keyword(s):  
Life Skills ◽  
Poverty Reduction ◽  
Formal Education ◽  
Positive Contribution ◽  
Life Skill ◽  
Education Development ◽  
Development Approach ◽  
Learning Development ◽  
Skills Education ◽  
Life Skills Education

<p class="IIABSBARU1">Non-formal education through life skills education has shown a positive contribution to poverty reduction in rural development efforts, although still requiring efforts to life skills education development. The research was conducted in Kulonprogo, and the District of Gunungkidul, with research and development approach on life skills education programs are being implemented in two districts e.i KWK Rabbits Livestock in Gunungkidul and KWD Hair Dressers in Kulonprogo. The results showed that: life skills education needs assessment in the two target groups were performed using the idea of life skills 4-H shows are not much different conditions, and based on the needs of the development, 4-H life skills education model developed with a focus on experience-based learning. Development of validated models show the results (output) is positive. Therefore, in the context of poverty reduction in 4-H PKH models should be developed more structured and integrative and guarantee all the life skills that are the focus of life skills development efforts to overcome poverty.</p><p class="IKa-ABSTRAK">***</p>Pendidikan non-formal melalui pendidikan ketrampilan telah menunjukkan kontribusi positif terhadap penurunan angka kemiskinan dalam pembangunan pedesaaan. Penelitian ini dilaksanakan di Kulonprogo dan Gunung Kidul dengan pendekatan penelitian dan pengembangan yang diimplementasikan di kelompok peternakan kelinci di Gunungkidul dan di kelompok perawatan rambut di Kulonprogo. Hasilnya menunjukkan bahwa: estimasi kebutuhan pendidikan ketrampilan di dua kelompok target yang dilaksanakan dengan menggunakan ide tentang <em>life skill</em> 4-H menunjukkan kondisi yang tidak jauh berbeda, model <em>life skill</em> 4-H dikembangkan dengan fokus pembelajaran berbasis pengalaman. Pengembangan model validasi memberikan hasil positif. Oleh karena itu dalam konteks penurunan angka kemiskinan dalam model PKH 4-H harus di­kembang­kan secara lebih terstruktur dan integratif serta menjamin semua pendidikan ketrampilan berorientasi pada penanganan kemiskinan.

scholarly journals [Zainuddin Labay Al-Yunusiyyah: The Great Muslih From Minangkabau] Zainuddin Labay Al-Yunusiyyah: Muslih Hebat Dari Minangkabau

2021 ◽  
Vol 22 (1) ◽  
pp. 61-73
Author(s):  
Nur Adila Muhammad ◽  
Izziah Suryani Mat Resad @ Arshad
Keyword(s):  
Qualitative Research ◽  
Content Analysis ◽  
20Th Century ◽  
Formal Education ◽  
Education Institution ◽  
Historical Research ◽  
Islamic Education ◽  
Islamic Thought ◽  
The Reformation ◽  
Huge Impact

Abstract Zainuddin Labay al-Yunusiyyah was one of the Islah Minangkabau scholar that play a huge role in the Islah Islamic thought and Islamic education reformation. Even though his education background is informal and was only received in the Minangkabau region, he can be regarded as an exemplary scholar that is very progressive and can be regarded highly with other Islah scholars. His biggest contribution that gives a huge impact towards the Muslim Minangkabau community is the Islamic education reformation with modern orientation. This model of modern Islamic education Institution that was introduced by Zainuddin Labay al-Yunusiyah became a prime example to the establishment of other Islamic education institution. Thus, this research will study the Islah movement in Minagkabau and the biography of Zainuddin Labay al-Yunusiyyah. In addition, the objective of this research is to analyse his role regarding the thought purification and Islamic education reformation in Indonesia.This research is a qualitative research that utilizes the content analysis as the research design with the use of historical research method.The finding of this research shows that Zainuddin Labay al-Yunusiyyah was one of the Islah scholars from the 20th century. Even though he did not receive a formal education and only receive his education in Minangkabau, he emerge as one of the reformation figure of Islah that have a huge impact to the Islah movement in Minangkabau especially the Islamic education reformation and also the Islah of Islamic thought in Minangkabau. The Islamic education reformation that has been done by Zainuddin Labay al-Yunusiyyah become the foundation and model of the Islamic education reformation in whole of Minangkabau and Indonesia. Keywords: Islah scholar, islah of Islamic thought, education reformation, Zanuddin Labay al-Yunusiyyah, Minangkabau   Abstrak Zainuddin Labay al-Yunusiyyah merupakan seorang daripada ulama islah Minangkabau yang memainkan peranan besar dalam islah pemikiran dan reformasi pendidikan Islam. Walaupun beliau mempunyai latar belakang pendidikan yang tidak teratur dan hanya belajar dalam wilayah Minangkabau, namun beliau merupakan seorang tokoh ulama yang begitu progresif dan mampu menyamai tokoh-tokoh islah terkemuka yang lain. Sumbangan terbesar beliau yang memberi impak besar kepada umat Islam Minangkabau ialah pembaharuan pendidikan Islam berorientasikan moden. Model institusi pendidikan Islam moden yang diperkenalkan oleh Zainuddin Labay al-Yunusiyyah menjadi contoh kepada penubuhan institusi pendidikan Islam yang lain. Justeru, kajian ini meneliti gerakan islah di Minangkabau dan biografi Zainuddin Labay al-Yunusiyyah. Selain itu, objektif kajian ini juga menganalisis peranan beliau terhadap pemurnian pemikiran dan pembaharuan pendidikan Islam di Indonesia. Kajian ini merupakan kajian yang berbentuk kualitatif menggunakan analisis kandungan sebagai reka bentuk kajian dengan menggunakan metode kajian sejarah. Hasil kajian mendapati Zainuddin Labay al-Yunusiyyah merupakan seorang daripada ulama islah abad ke-20. Walaupun beliau tidak mendapat pendidikan yang sistematik dan hanya belajar di Minangkabau sahaja, beliau mampu muncul sebagai tokoh pembaharu dan islah yang memberi impak besar kepada gerakan islah di Minangkabau terutamanya reformasi pendidikan Islam dan juga islah pemikiran Islam di Minangkabau. Pembaharuan pendidikan Islam yang dilakukan oleh Zainuddin Labay al-Yunusiyyah menjadi asas dan model kepada pembaharuan pendidikan Islam di seluruh Minangkabau dan juga Indonesia. Kata kunci: ulama islah, islah pemikiran Islam, reformasi pendidikan Islam, Zanuddin Labay al-Yunusiyyah, Minangkabau

scholarly journals EVALUASI PROGRAM PENDIDIKAN KECAKAPAN HIDUP PERKOTAAN (STUDI PADA LEMBAGA KURSUS TATA RIAS DI TANGERANG SELATAN)

2017 ◽  
Vol 17 (1) ◽  
Author(s):  
Virgo Agustinus Sembiring ◽  
Sofyan Cholid
Keyword(s):  
Education Program ◽  
Life Skills ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Formal Education ◽  
Urban Life ◽  
Research Approach ◽  
Chi Square ◽  
Skills Education ◽  
Life Skills Education

<p>This study aimed to evaluate the achievements of the Urban Life Skills Education program by course institutions bridal makeup and analyze the factors that affect achievement Urban Life Skills Education program by institutions bridal makeup courses in South Tangerang city administration. Quantitative research approach is by using chi-square method. Results showed successful achievement by demonstrating the value of 95% for South Tangerang City. While the success of Makeup Bridal based Graduates Competency Standards reached 73.3% Factors that affect the achievement of program Life Skills Education Urban by course institutions bridal makeup in South Tangerang City among others Competency Standards Graduates Makeup Bride Junior and teaching and learning Non-formal Education by Life Skills Education that includes: theory, practice and education of character.</p>

scholarly journals Significance Of Life Skills Education

2016 ◽  
Vol 10 (1) ◽  
pp. 1-6 ◽  
Author(s):  
Ravindra Prajapati ◽  
Bosky Sharma ◽  
Dharmendra Sharma
Keyword(s):  
Life Skills ◽  
Skill Training ◽  
Building Blocks ◽  
Thinking Skills ◽  
Life Skill ◽  
Social Emotional ◽  
Emerging Issues ◽  
Social Acts ◽  
Skills Education ◽  
Life Skills Education

Adolescence is a period when the intellectual, physical, social, emotional and all the capabilities are very high, but, unfortunately, most of the adolescents are unable to utilize their potential to maximum due to various reasons.  They face many emerging issues such as global warming, famines, poverty, suicide, population explosion as well as other issues like alcoholism, drug abuse, sexual abuse, smoking, juvenile delinquency, anti-social acts, etc. that have an adverse effect on them and others too, to a large extent. The cut-throat competition, unemployment, lack of job security, etc. are some of the major concerns for the educated and as a result, they are caught in the mad race.  This new challenge requires immediate and effective responses from a socially responsible system of education. ‘Education’ is important, but education to support and live life better is more important. It has been felt that life skills education bridges the gap between basic functioning and capabilities. It strengthens the ability of an individual to meet the needs and demands of the present society and helps in dealing with the above issues in a manner to get desired behavior practical. Imparting life skill training through inculcating life skill education will help youth to overcome such difficulties in life. The present paper focuses on the importance of life skills education and the benefits of imparting life skill education in our curriculum i.e. developing social, emotional & thinking skills in students, as they are the important building blocks for a dynamic citizen, who can cope up with future challenges, and survive well.

scholarly journals DEVELOPMENT OF LIFE SKILLS EDUCATION AS CHARACTER BUILDING

2021 ◽  
Vol 2 (1) ◽  
pp. 116
Author(s):  
Fajar Defitrika ◽  
Fitri Nur Mahmudah
Keyword(s):  
Character Education ◽  
Life Skills ◽  
Boarding School ◽  
Cultural Development ◽  
Life Skill ◽  
Development Programs ◽  
Analysis Process ◽  
Character Building ◽  
Skills Education ◽  
Life Skills Education

The industrial era 4.0 requires that every individual must have superior competence and wise morals. Life skill education is an effective strategy to face the XXI century competition. However, there has been no development in line with the demands, resulting in much unemployment in Indonesia. Character education is encouraged to maintain and strengthen the culture and character of the nation. However, in reality, character education has not yet integrated into all school-based development programs. This research explores the development of character education based on life skill education at Pondok Pesantren Modern Muhammadiyah Boarding School (PPM MBS) Yogyakarta. This qualitative research uses an ethnographic approach.  Researchers' data is through the interview, observation, and documentation techniques—data analysis process with data reduction stages, data presentation, and conclusion. Triangulation sources and techniques used as a test of data validity. This study's findings show the strengthening of character education through life skills education orienting on self-development and boarding schools' cultural development. This study's findings recommend various life skill education programs that can develop and character education strategies in formal schools.

scholarly journals PENGEMBANGAN MODEL EVALUASI PENDIDIKAN KECAKAPAN HIDUP PADA PENDIDIKAN LUAR SEKOLAH

2014 ◽  
Vol 18 (2) ◽  
pp. 261-274 ◽  
Author(s):  
Sofyan Hadi ◽  
Yoyon Suryono
Keyword(s):  
Research And Development ◽  
Life Skills ◽  
Formal Education ◽  
Evaluation Model ◽  
Development Model ◽  
P Value ◽  
Chi Square ◽  
Skills Education ◽  
Life Skills Education ◽  
Item Reliability

Penelitian ini bertujuan untuk mengembangkan model evaluasi penyelenggaraan pendidikan life skills. Model pengembangan yang digunakan adalah research and development yang dikembangkan Borg dan Gall dengan pendekatan kuantitatif. Prosedur pengembangan dipetakan menjadi tahap pra-pengembangan, pengembangan,  dan penerapan model. Berdasarkan hasil penelitian dapat disimpulkan (1) Model evaluasi life skills education (ELSEd) meliputi komponen input, proses, dan hasil pendidikan life skills, (2) Evaluasi model ELSEd memiliki kepekaan yang baik terhadap objek yang diteliti dan mengungkap data yang dihasilkan, (3) Tingkat koherensi instrument ELSEd sesuai dengan rancangan, (4) Karakteristik Model ELSEd berbeda dengan evaluasi model lain, (5) Reliabilitas butir ketiga komponen evaluasi bernilai antara 0,826 - 0,975 dan validitas konstruk untuk semua komponen pada model ELSEd ini diketahui nilai chi square sebesar:  4,188-191,686; p-value: 0,063-0,241; dan  nilai RMSEA: 0,029-0,076. Oleh karena nilai p-value lebih besar dari 0,05 dan RMSEA kurang dari 0,08 maka dapat dinyatakan bahwa model Life Skills Education (ELSEd) adalah cocok dan fit, (6) Kelebihan model ELSEd yaitu komprehensif, sederhana, fleksibel, efektif, dan life skills oriented. Kata kunci: pengembangan, model, evaluasi, program, life skills, Pendidikan Luar Sekolah ______________________________________________________________ DEVELOPING AN EVALUATION MODEL OF LIFE SKILLS PROGRAM OF NON FORMAL EDUCATIONAbstractThis study aims to develop an evaluation model of life skills education. The development model used is research and development which is developed by Borg and Gall by using a quantitative approach. The development procedure is mapped into the pre-development, development, and application of the model . Based on the results of this study, it can be concluded that: (1) Evaluation model of life skills education (ELSEd) includes component inputs , processes , and result of life skills education , (2) The ELSEd Evaluation models have a good sensitivity to the object under study and reveal the resulted data, (3) the level of coherence of the ELSEd instrument is in accordance with the design, (4) Characteristics of ELSEd models are different from other models of evaluation, (5) The item reliability of the three evaluation components are between 0.826 to 0.975 and construct validity for all components in ELSEd model are chi square value of : 4.188 to 191.686; p - value : 0.063 to 0.241; and the value of RMSEA: 0.029 to 0.076 . Therefore, p-value is bigger than 0.05 and RMSEA is less than 0.08 , it can be stated that the model of Life Skills Education (ELSEd) is suitable and fit, (6) The advantages of ELSEd models are comprehensive, simple, flexible, effective, and life skills oriented.Keywords: development , model, evaluation , program , life skills , Non Formal Education

scholarly journals ISLAMIC EDUCATION DURING LANGKAT SULTANATE ERA IN 1912-1946: A Historical Study of Jam’iyah Mahmudiyah li Thalibil Khairiyah Langkat

2017 ◽  
Vol 41 (1) ◽  
Author(s):  
Zaini Dahlan
Keyword(s):  
Social History ◽  
Formal Education ◽  
Evaluation Method ◽  
Education Institution ◽  
Historical Research ◽  
Islamic Education ◽  
Historical Study ◽  
Education Management ◽  
Institutional Aspect ◽  
History Approach

<strong>Abstrak: </strong><strong>Penelitian</strong> ini bertujuan mengungkap pendidikan Islam pada masa Kesultanan Langkat 1912-1946, khususnya tentang Jam‘iyah Mahmudiyah Li Thalibil Khairiyah Tanjung Pura Langkat ditinjau dari aspek kelembagaan, isi pendidikan, tenaga pendidik dan siswa, serta manajemen<em>. </em>Penelitian ini merupakan penelitian sejarah dengan pendekatan sejarah sosial. Hasil penelitian menunjukkan bahwa Jam‘iyah Mahmudiyah Li Thalibil Khairiyah menggambarkan lembaga pendidikan modern formal pertama di Sumatera Timur. Dari aspek kelembagaan, Jam‘iyah Mahmudiyah memiliki visi misi, struktur organisasi, prasarana dan sarana yang modern, serta pendanaan yang jelas. Pada tahun 1912 Jam‘iyah Mahmudiyah mengadakan pembaruan di lembaga tersebut yang dimulai dengan pemberlakuan ujian dan berhak mendapatkan ijazah. Pendidiknya terdiri dari ulama yang memiliki latar belakang pendidikan dari Ummul Qurâ’ dan al-Azhar. Menurut penulis hal ini semakin kuat dengan kendali pengelolaan pendidikan yang langsung dikendalikan oleh organisasi yang dibawahi oleh Sultan Langkat.<br /> <br /> <strong>Abstract: </strong><strong>Islamic Education in Langkat Sultanate During 1912-1946: A Historical Study of Jam'iyah Mahmudiyah li Thalibil Khairiyah Langkat. </strong>This study aims to reveal the Islamic education during the Langkat Sultanate 1912-1946, especially about Jam'iyah Mahmudiyah Li Thalibil Khairiyah Tanjung Pura Langkat in terms of institutional aspects and management. This research is a historical research with social history approach. The results show that Jam'iyah Mahmudiyah Li Thalibil Khairiyah represents the systematic, planned, modern and first formal education institution in East Sumatra. As for the institutional aspect, the Jam'iyah has a vision of mission, organizational structure, infrastructure and modern facilities, as well as fixed budgeting. In 1912 the Jam'iyah reformed evaluation method, as well as standardized the qualification of the teachers of Umm al-Qurâ’ and Al-Azhar. According to the author, the system is getting stronger with the control of education management directly controlled by the organization that was under Sultan Langkat.<br /><strong> </strong><br /> <strong>Keywords</strong>: Indonesia, Malay, Langkat sultanate, Islamic education, Jam’iyah Mahmudiyah

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