Konsep dan Implementasi Pendidikan Karakter di Sekolah Menengah Kejuruan (SMK) Berbasis Pondok Pesantren

Vocational School (SMK; Sekolah Menengah Kejuruan) is an educational unit that aims to generate graduates all set to the workforce. Thus, the success of learning process in the School will affect the success in the future workforce. One of the problems facing on education field is the poor quality of the student's character, since the character education is a major task on education at the same time is the mandate of the National Education System. SMK Plus Bina Teknologi Ibadurrahman YLPI Sukabumi (Engineering Vocational School Ibadurrahman YLPI Plus Sukabumi) is one of many schools that cares about the character education boarding-school-based. This study aims to determine the goals, curriculum, programs, methods and evaluation tools on character education and its implications for the students of Engineering Vocational School Ibadurrahman YLPI Plus Sukabumi. The study also aims to formulate the concept of character education boarding-school-based which can be implemented in the other Vocational School. The approach used is qualitative by using the students of Engineering Vocational School Ibadurrahman YLPI Plus Sukabumi as respondents. The main data collection techniques are questionnaires to students and observation and in-depth interviews with school administrators. The analysis technique is qualitative analysis which is the sensitivity of researcher becomes the most dominant element. The results of study in the field showed that the goal of character education in Engineering Vocational School Ibadurrahman YLPI Plus Sukabumi is to foster students to be virtuous human (Muttaqien) intelligent, noble and have the skills and interests for the benefit of mankind, by having ten characters. In addition, they are also required to achieve a goal that is both social and spiritual. The curriculum that is used, not only containing of the field of exacts, social, personality, and religion, but also integrated with the curriculum of boarding school. So that the program which organized by boarding school activities can be adjusted in line with the main goals of Vocational School system in general. The method used consists of a variety of methods with emphasis on methods of habituation. The evaluation tools used are in writing and not writing. At the side of the implications of the character education boarding-school-based is still weak, this shows by the evident from the number of students who have not yet established character which means they are lacking consistency. Based on these findings, the managers of the institutions should be aware of the decline in the character of their student. Therefore, it is recommended to organize a design of planning for character education in the future, since the vocational students will be in going to the workforce. On the other hand, the concept of character education should be emphasized to honesty, trust, self-awareness, love, affection, courteous, polite, patient, disciplined, independent, humble, and hard working.

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MEMBANGUN PENDIDIKAN KARAKTER SEJAK USIA DINI

Edupedia ◽

10.35316/edupedia.v5i1.881 ◽

2020 ◽

Vol 5 (1) ◽

pp. 55-64

Author(s):

Agus Supriyadi

Keyword(s):

Human Resources ◽

Character Education ◽

Moral Values ◽

The Other ◽

Educational Institutions ◽

Early Age ◽

National Education ◽

Other Hand ◽

The Government ◽

The One

Character education is a vital instrument in determining the progress of a nation. Therefore the government needs to build educational institutions in order to produce good human resources that are ready to oversee and deliver the nation at a progressive level. It’s just that in reality, national education is not in line with the ideals of national education because the output is not in tune with moral values on the one hand and the potential for individuals to compete in world intellectual order on the other hand. Therefore, as a solution to these problems is the need for the applicationof character education from an early age.

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REVITALISASI PENDIDIKAN KEAGAMAAN ISLAM ERA DIGITAL 4.0

Tawazun: Jurnal Pendidikan Islam ◽

10.32832/tawazun.v12i2.2408 ◽

2019 ◽

Vol 12 (2) ◽

pp. 278

Author(s):

Hasbi Indra

Keyword(s):

Quality Management ◽

Total Quality Management ◽

General Education ◽

Religious Education ◽

Boarding School ◽

Total Quality ◽

Religious School ◽

National Education ◽

The Future

Islamic religious of schools that Qur’anic Education, Diniyah and Islamic Boarding School, have Regulation Goverment No. 20/2003, those of a place urgent for development of nations in the future. The Nasional of Education Systems have varians of national education and foundation education have bring a quality its are equity with general Education. The quality of national schools system have under position in Asian State that Singapura, Thailand, Malaysia and Vietnam. This time and in the future Islamic religious school are face of competation with schools in regional as well as international. This era a degree amongts on Asian Nations in freedom trade in MEA. This religious education cannot be avoided and the alumni must prepare themselves with science and technology as well as other competencies or skills. There is already an instrument in this education but to respond to the challenges that need revitalization in its curriculum and this education is managed with total quality management.AbstrakPendidikan keagamaan Islam seperti Taman Pendidikan Al-Quran, Diniyah dan Pesantren telah dipayungi oleh UU No. 20/2003 dan menjadi salah satu pilar penting dalam pengembangan pendidikan nasional ke depan. Pendidikan ini telah menjadi bagian dari sistem pendidikan nasional yang kualitasnya diarahkan setara dengan pendidikan nasional pada umumnya dan bahkan pada tingkat regional maupun internasional. Kualitas pendidikan nasional yang di dalamnya ada pendidikan ini masih berada di bawah negara-negara Asia seperti Singapura, Thailand, Malaysia dan Vietnam. Saat ini dan mendatang produk pendidikan berada di tengah kompetisi perdagangan antar negara di tingkat regional maupun internasional. Di masa ini telah menghadapi perdagangan bebas antar negara Asia yang disebut dengan MEA. Hal ini tidak bisa dihindari oleh pendidikan keagamaan ini dan alumninya harus menyiapkan dirinya dengan ilmu dan teknologi serta kompetensi atau keterampilan lainnya. Telah ada di pendidikan ini instrumennya namun untuk merespons tantangan yang ada diperlukan revitalisasi di kurikulumnya dan pendidikan ini dikelola dengan total quality management.

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Pemikiran Pendidikan Islam Perspektif KH. M. Hasyim Asy’ari

J-PAI Jurnal Pendidikan Agama Islam ◽

10.18860/jpai.v1i1.3363 ◽

2014 ◽

Vol 1 (1) ◽

Author(s):

Mukani Mukani

Keyword(s):

Character Education ◽

Conceptual Framework ◽

The Other ◽

Alternative Solution ◽

Young Generation ◽

Positive Contribution ◽

Next Generation ◽

Cognitive Intelligence ◽

National Education ◽

Educational Thinking

Education thought of KH. M. Hasyim Asy’ari is the concept of character education, but also consistently gives positive contribution to the Indonesia civilization. Its dedication not only focuses on one field, but also on education, politic, social, religion, physical confrontation, organization, and the other intellectual works. Not only to educate young generation through Tebuireng Pesantren that was built, but for next generation, KH. M. Hasyim Asy’ari has inherited many books or holy books that able as main reference to search alternative solution of various problems that faced by nation. KH. M. Hasyim Asy’ari has been given fundamental conceptual framework for national education. Technical and operational steps must still be reviewed to implement the educational thinking. Figure of NU’s founding at some point want to do the balancing for education in Indonesia. Not only formality aspects, but also substance of the meaning of education must be internalized and implemented in the life of students. In the end, Indonesia education is expected able to produce “product” that not only have cognitive intelligence (smart), but also have good virtue. keywords: Contribution, Struggle, Character Education, KH. M. Hasyim Asy’ari

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Pengembangan Model Pendidikan Karakter Pada Pesantren Berbasis Multikultural di Pondok Pesantren Ngalah Purwosari Pasuruan

KABILAH : Journal of Social Community ◽

10.35127/kbl.v4i1.3633 ◽

2019 ◽

Vol 4 (1) ◽

pp. 57-68

Author(s):

Aris Setiawan ◽

Lailatuz Zahro

Keyword(s):

Character Education ◽

Boarding School ◽

Boarding Schools ◽

Partial Support ◽

Educational Models ◽

School Based ◽

Education Model ◽

Support Teacher ◽

Significant Support ◽

Positive Character

Abstrak: Pendidikan di pondok pesantren merupakan pendidikan berbasis agama, Pondok Pesantren Ngalah Purwosari Pasuruan merupakan Pesantren Berbasis Multikultural yang memiliki model pendidikan yang sangat banyak, diantaranya model pendidikan karakter. Tujuan penelitian ini mengetahui implementasi pendidikan karakter dengan metode kualitatif, menggunakan SEM dengan hasil bahwa Keterlibatan orangtua, dukungan teman sebaya, dan dukungan guru, baik secara simultan maupun parsial, berpengaruh positif terhadap religiusitas dalam model pendidikan karakter pada pesantren berbasis multikultural, ponpes Ngalah Purwosari, Kabupaten Pasuruan. Keterlibatan orangtua, dukungan teman sebaya, dukungan guru, dan religiusitas secara simultan berpengaruh positif terhadap pendidikan karakter dalam model pendidikan karakter pada pesantren berbasis multikultural, ponpes Ngalah Purwosari, Kabupaten Pasuruan. Akan tetapi, secara parsial dukungan guru terbukti tidak berpengaruh signifikan terhadap pendidikan karakter. Kata Kunci: Model Pendidikan Karakter, Pesantren, Multikultural. Abstract: Education in Islamic boarding schools is a religion-based education, Pondok Pesantren Ngalah Purwosari Pasuruan is a Multicultural-Based Islamic Boarding School which has very many educational models, so is the character education model. The purpose of this study discusses how to create characters using qualitative methods, using SEM with the results of research on how to support, support peers, and support teachers, both simultaneously and partially, positively support religiosity in the character education model of the boarding school based on multiculturalism, Islamic Boarding Schools Ngalah Purwosari, Pasuruan Regency. On the basis of assistance, peer support, teacher support, and simultaneous support support positive character education in the character education model of a multicultural-based boarding school, Ngalah Purwosari Islamic Boarding School, Pasuruan Regency. However, the partial support of teachers proved to be not significant support for character education. Keywords : Character Education Model, Islamic Boarding School, Multicultural

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Pesantren dan Kewirausahaan di Era Kompetisi

Ta'dib: Jurnal Pendidikan Islam ◽

10.29313/tjpi.v5i1.1961 ◽

2016 ◽

Vol 5 (1) ◽

pp. 29-38

Author(s):

Hasbi Indra

Keyword(s):

Human Life ◽

National Level ◽

Boarding School ◽

Negative Effects ◽

National Education ◽

Interesting Part ◽

The World ◽

The Future ◽

National Education Systems ◽

National Systems

Abstract: the research of side of qualitative methodes are based of islamic scholars by book or journals for Islamic boarding schools (pesantren) one of a pillar institution deal with to intelligent students for development of nations in the future. In the future, islamic boarding school are face the complicated problems. Pesantren now be a part of national systems and are hoped to reach national level and even international level quality. This time national education have under position in Asian State that are Singapore, Thailand. Malaysia, Philiphine and Vietnam. It looks are not correlated problems with pesantren but the instutituon are a part of national education systems therefore the institution must ready its. In that conditions pesantren are face of globalization fenomenon that are bear result development of science and give easy for humans life and also that contains negative effects such as break of values of human and then the norms of religion had stay. The development of economyc effor in the future in the world are interesting part for well of nation so dealt with a side in free trade amongt of Asian nation. In this era pesantren as institutional education are a parts its could attention for it. Pesantren in the future could attention for horizon santri dealt with very intresting for human life specially about economic in wich give justice deploy it and etics for them in order to create of well of humanity and also give attention to readiness santri with souls entrepreneurship and skill for their life and then could competete by human being in this worlds.Keywords: Islamic boarding school, economic, entrepreneurship

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Pendidikan Islam Sebagai Grand Design Pendidikan Karakter

Al-Riwayah Jurnal Kependidikan ◽

10.47945/al-riwayah.v7i1.93 ◽

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

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Islamic Boarding School-Based Madrasah: Policy Efforts to Reform the Superior Education Model

AL-HAYAT: Journal of Islamic Education ◽

10.35723/ajie.v4i2.144 ◽

2021 ◽

Vol 4 (2) ◽

pp. 199

Author(s):

Yeyen Afista ◽

M. Yunus Abu Bakar

Keyword(s):

Education System ◽

Personality Development ◽

Educational Institution ◽

Logical Consequence ◽

Boarding School ◽

Literature Study ◽

Organizational Goals ◽

National Education ◽

School Based ◽

National Education System

Madrasah is an alternative educational institution and has the same opportunity to become an educational institution taken into account in social change dynamics. However, as a logical consequence, madrasas must develop each sector to achieve its organizational goals. This study examines the opportunities and challenges of developing madrasas, particularly those based on an Islamic boarding school. This study is a literature study, so that the method of analyzing data is by reviewing and collecting information from various references, both books and scientific articles, which are used as a material in studying and adding conceptual insights related to the opportunities and challenges of developing Islamic boarding school-based madrasas in the modern era. The literature review results show that in developing the education system into a preeminent institution and maintaining its existence, madrasas in Islamic boarding school are required to be open and accommodate the community's aspirations and demands. Madrasah needs to develop themselves to become high quality and superior madrasas and a bridge that connects with the national education system, especially those related to students' moral and personality development. This is understandable because the community hopes that educational institutions in Islamic boarding school are religious experts, have morals, and have future skills.

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Transforming Schools Conditions for the Future

The Journal of Quality in Education - The improvement of Quality in Education ◽

10.37870/joqie.v4i4.72 ◽

2013 ◽

Vol 4 (4) ◽

Author(s):

Hayat Diyen

Keyword(s):

Education Reform ◽

Educational System ◽

Education And Training ◽

Poor Quality ◽

Training System ◽

High Rate ◽

National Education ◽

The Future ◽

And Training

Do we need to transform our schools? Why and how? We had the opportunity to transform our educational system in 2000 but the transformational opportunities were not adequately mobilised to innovate and drive forward learning experiences in keeping with the needs of the future. The lowest performers in education quality in North Africa and Middle East are Morocco, Iraq, Yemen and Djibbouti. It is neither funding nor political unrest which affect education achievements according to the world results in education. What is behind Morocco low performance, then? Do we lack the will and determination to change the poor quality of education? Do we lack the right policymakers and engineers of education reform? Do we really know and admit with courage and responsibility our weaknesses in education development when we attempt to resolve problems? To overcome the challenges faced by the education sector, the Moroccan Government embarked on a comprehensive reform of the education and training system, with the promulgation of the 1999 National Education and Training Charter (CNEF). The CNEF, "with strong national consensus, declared 2000-2009 the decade for education and raining, and established education and training as a national priority, second only to territorial integrity." (World Bank, 2010) According to a UNESCO report in 2010 the Moroccan educational system is in a crisis and its major challenges are equity of the system, low quality of learning, lack of internal and external efficiency of the system, and ineffectiveness of the educational sector. Other problems, according to the UNESCO report, like the high rate of dropouts and the dramatic gap between the graduates and the needs of the labour market are what characterise the Moroccan education system.

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NILAI-NILAI PENDIDIKAN KARAKTER PADA BUKU AJAR BAHASA JAWA TINGKAT SD KURIKULUM DIY

SOSIOHUMANIORA Jurnal Ilmiah Ilmu Sosial dan Humaniora ◽

10.30738/sosio.v2i1.490 ◽

2017 ◽

Vol 2 (1) ◽

Author(s):

Biya Ebi Praheto ◽

Octavian Muning Sayekti ◽

Anang Sudigdo

Keyword(s):

Elementary School ◽

Character Education ◽

Qualitative Approach ◽

The Other ◽

Educational Values ◽

National Education ◽

Java Language ◽

Other Hand ◽

Guide Lines ◽

Descriptive Qualitative

This study to analyze and describe the educational values of characters contained in java textbooks of elementary school of curriculum DIY. This research expected to produce the findings on any character education in accodance with the guide lines of character education and culture of the ministry of National Education and Culture. The method used in this research is descriptive qualitative approach in order to describe the educational values of characters cntained in Java textbooks of Elementary School of Curriculum DIY the published by Erlangga, Tiga Serangkai, and Yudistira. Based on research that has been done is produced findings that not all the values of character education according to the guidelines of character education and culture of the Ministry of National Education and Culture totaling eighteen value of character education, contained in the Java language textbook published by Yudistira, Erlangga, and the Tiga Serangkai. Therefore, researchers gave suggestions to the author of textbooks, in order to pay more attention to the contents of the content of a book he wrote. Especially in terms of integrating the values of education. then for teachers, to be more selective in choosing books that will be used to teach. On the other hand, teachers should know and understand the values of character education contained in the book uses.Keywords: character, textbooks, javanesse language

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DILEMMA OF FULL DAY SCHOOL IN ISLAMIC EDUCATION IN INDONESIA

Didaktika Religia ◽

10.30762/didaktika.v5i2.627 ◽

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.

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