scholarly journals RECONSTRUCTION OF BASIC CONCEPTS OF THE IMPLEMENTATION OF PROGRESSIVE ISLAM IN STUDENT ACTIVITIES

2021 ◽  
Vol 2 (2) ◽  
pp. 200-217
Author(s):  
Teguh Luhuringbudi ◽  
Emah Rahmaniah ◽  
Fitri Liza ◽  
Dewi Nita Utami
Keyword(s):  
Higher Education ◽  
Social Action ◽  
Student Activities ◽  
Student Activity ◽  
Cultural Life ◽  
First Finding ◽  
Basic Concepts ◽  
Creativity And Innovation ◽  
Islamic Values ◽  
Progressive Islam

This paper is not only aimed at disagreements with the views of Dina Rafidiyah and Fasho Tio Anugrah and their efforts to develop their thoughts, but also presents a basic concept formula for the application of progressive Islam that is simple and easy to apply in student activities at Muhammadiyah Higher Education. Researchers used a media approach through a globalization perspective introduced by Gill Branston and Roy Stafford in analyzing student activity at Muhammadiyah Higher Education as the object of this study. The conclusion of this study is the provision of material for students' understanding of the concept of progressive Islam and the application of its values that emphasize creativity and innovation through the basis of the Quran in the behavior and cultural life of the campus. This paper also produces derivative findings that come from these conclusions. The first finding is the need for material for students' understanding of the concept of progressive Islam that emphasizes creativity and innovation through the Quranic basis in behavior such as aspect of academic maturity in social media; and aspect of social action in everyday life. The second finding is the application of Progressive Islamic values in the cultural life of the campus through the aspect of guarding and ending learning by studying thematic Quranic verses; and aspect of career assurance and business experience-skills provision.

MENGGAGAS PENDIDIKAN BERWAWASAN KEWIRAUSAHAAN DI PERGURUAN TINGGI ISLAM

ALQALAM ◽  
2017 ◽  
Vol 34 (1) ◽  
pp. 30
Author(s):  
Nur Hidayah
Keyword(s):  
Higher Education ◽  
Islamic Law ◽  
Law And Economics ◽  
State Institute ◽  
Study Program ◽  
Islamic Studies ◽  
Entrepreneurial Culture ◽  
Curriculum Structure ◽  
Islamic Values

There has been a concern over a high unemployment rate among graduates of Islamic higher education and a low proportion of entrepreneurs in Indonesia. In fact, a high proportion of entrepreneurs is one of indicators of a country’s welfare. This has generated a question: to what extent do Islamic values cultivate entrepreneurial culture among its adherents? How to cultivate entrepreneurial culture in Islamic higher education? This paper will investigate this matter using a case study of Faculty of Islamic Law and Economics at Banten State Institute for Islamic Studies.  The paper argues that the curriculum at the faculty of Islamic Law and Economics has not been oriented towards building entrepreneurial culture. The curriculum consists of subjects to enhance the students’ competence and skills to prepare them as bachelors of syari`ah economics for the professions such as manager, lecturer, researcher, syari`ah auditor, etc, instead of preparing them for entrepreneurs who are capable to build his or her own business from the scratch.    To propose Islamic entrepreneurship study program at the FSEI of IAIN SMHB, it is important to have a strong political will not only from the internal IAIN but also higher authoritative body such as the Ministry of Religious Affairs to facilitate this from not only the accreditation process but also financial support. A further feasibility study needs to be undertaken to build its infrastructure such as qualified lecturers, appropriate curriculum structure, and recruitment student system. Since this field has a strong link with a ‘real sector’, there has been an urgent need to build cooperations with business sector to enable the students to undertake their apprentice and build their networks to facilitate their ability to develop their own business.     Keywords: Islam, entrepreneurship, entrepreneurial education.

PENERAPAN STRATEGI CONTEXTUAL TEACHING AND LEARNING (CTL)UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VSD NEGERI 010 SILIKUAN HULU KECAMATAN UKUI

2016 ◽  
Vol 5 (2) ◽  
pp. 320
Author(s):  
Siwi Enggar Makarti
Keyword(s):  
Learning Outcomes ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Analytical Techniques ◽  
Research Subjects ◽  
Student Activities ◽  
Student Activity ◽  
Average Value ◽  
Contextual Teaching

The background of this study is the low learning outcomes IPS. It is characterized by the acquisition of the average value of social studies students at 59.10 with the percentage of students learning completeness amounted to 50.00% from 20 students. This research is a classroom action research (PTK) which aims to improve student learning outcomes through the implementation of strategies IPS Contextual Teaching and Learning (CTL). This study was conducted in 010 primary schools Silikuan Ukui Hulu subdistrict, with research subjects fifth grade students with a number of 20 students. This study was conducted by two cycles. The data used in this study are the activities of teachers, student activities, and learning outcomes are collected using the observation technique teacher and student activities and written tests, while the analytical techniques used in this research is descriptive analysis. The study states that the acquisition of the activities of teachers and students and learning outcomes in each cycle has increased. This is supported by: (1) the percentage of activity the teachers in the first cycle of the first meeting by 45%, in the first cycle of meetings II percentage teacher activity by 52%, the percentage of teacher activity in the second cycle of the first meeting by 65%, the percentage of teacher activity in the second cycle meeting II by 75%; (2) the percentage of student activity in the first cycle of the first meeting by 49%, in the first cycle of meetings II percentage of student activity by 60%, the percentage of the activity of students in the second cycle the first meeting by 63%, the percentage of student activity on the second cycle of meeting II by 79% ; (3) learning outcomes in basic score of 59,10.Dan which reached KKM 65 only 10 students or (50%). The first cycle of the average value obtained by the students reached 63.6. Students who achieve KKM there are 13 students or 65 (65%). Cycle II average value obtained students achieve value above 67 means the KKM. Students who reached the last 16 students or (80%).

Assessment : Basic Concepts, Thoughtful Decisions

2017 ◽  
Vol 1 (1) ◽  
pp. 9-21
Author(s):  
Milton Raul Licona Luna ◽  
Elizabeth Alvarado Martínez
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Assessment For Learning ◽  
Continuous Assessment ◽  
Research Project ◽  
Basic Concepts ◽  
Education In Mexico

Institutions from basic to higher education in Mexico that offer courses of English as a Foreign Language rely heavily on the administering of assessment, usually a formal type of assessment. However, the literature shows how important it is the involvement of other types of assessment in the classroom for effective language learning to take place. For instance, assessment for learning, which consist of a continuous assessment where learners receive feedback so greater learning occurs, what is more, it enables teachers to modify their teaching ways as they reflect on the learners’ progress. To show how assessment is carried out in our context, this research project focuses on a case study within the CAADI from FOD in the UANL.

Action without Intention: Some Remarks of Analytical Philosophy Applied to the Theory of Social Action

2021 ◽  
Vol 13 (4-1) ◽  
pp. 28-41
Author(s):  
Aleksander Sanzhenakov ◽  
Keyword(s):  
Social Action ◽  
Theory Of Action ◽  
Analytical Philosophy ◽  
Social Characteristic ◽  
External Context ◽  
Obvious Consequence ◽  
The Subject ◽  
Basic Concepts ◽  
Theory Of Social Action ◽  
Organically Combine

The article is devoted to the consideration of the theory of social action in the context of criticism of the theory of action by analytical philosophy. Firstly, the article describes the basic concepts of social action by M. Weber, E. Durkheim, and T. Parsons. Despite some disagreements between these sociologists, they agree that social action is purposeful and intentional, as well as focused on other people, due to which it receives a social characteristic. Then the author turns to analytical philosophy, in which the concept of "intention" was subjected to skeptical analysis. For example, in the philosophy of late Wittgenstein, action receives its meaning not from the intentions of the actor, but from the context of its implementation, just as words get their meaning from the conditions in which they are used. His ideas were developed by E. Anscombe, who rejected introspection as a method of comprehending the intentions of the subject of action. An obvious consequence of the refusal of psychologizing intent was an appeal to the context of the action being performed and to its social conditions as well. Having considered examples of the application of the theories of social action, the author concludes that sociologists in most of their studies use the model of a rational subject of action, the distinguishing feature of which is awareness of one’s own intentions and goals. Although some researchers have attempted to make this model weaker in order to approximate it to real participants of social interaction, these changes did not affect the awareness of the subject of action of his own goals and intentions. Therefore, the author of the article concludes that one of the urgent tasks of sociology is to develop a new model of the subject of action, which will organically combine the subject’s orientation to the external context and limited awareness of the grounds for his own actions.

Classical Criticism

2021 ◽  
Author(s):  
Andrew Ford
Keyword(s):  
Higher Education ◽  
Liberal Arts ◽  
18Th Century ◽  
Literary Culture ◽  
Central Place ◽  
Dialectical Tensions ◽  
Verbal Art ◽  
European Education ◽  
Basic Concepts ◽  
And Function

Classical criticism refers to a conception of the nature and function of poetry and of verbal art generally whose principles were first theorized by the sophists in 5th-century bce Greece. In contrast to traditional views, they held that eloquence was no less a product of conscious design than a house or a sculpture, and that skillful speech was an art (τέχνη) that could be learned. The expertise they claimed centered on style rather than content, and the qualities they valued tended to be formal ones: clarity, orderliness, and balance, with a sense of decorum governing all elements. Their project was repudiated by Plato in a series of searching critiques, but after being refined by Isocrates and systematized by Aristotle, the study of rhetoric—which encompassed the study of poetry in an ancillary role—constituted the backbone of higher education in the liberal arts. Classical principles determined which works would be “canonized” in the Hellenistic libraries, where literary scholars began to call themselves “critics” or judges; after Greek literary culture was imported into Rome, the exemplary authors came to be called “classic” or “of the first rank.” Classical criticism retained a central place in European education and culture that would not be undermined until the 18th century. Although Romanticism rejected 18th-century classicism as excessively rationalistic and narrowly formal, its basic concepts and terms continue to be useful because of deep dialectical tensions built into them at the time of their formation.

scholarly journals Model Dan Strategi Pendidikan Nilai Pada Pendidikan Dasar, Menengah Dan Pendidikan Tinggi

WAHANA ◽  
2020 ◽  
Vol 72 (2) ◽  
pp. 138-143
Author(s):  
Aris Saputro
Keyword(s):  
Higher Education ◽  
Cognitive Development ◽  
Social Action ◽  
Human Being ◽  
Value Analysis ◽  
Development Models ◽  
Individual Personality ◽  
Personal Attitudes ◽  
Action Models ◽  
Analysis Models

The purpose of writing this article is to understand the model and strategy of value education in primary, secondary, and higher education. Education is one of the fundamental things every human being needs. The result of the discussion of value education models and strategies is that value education is an effort to establish the personal attitudes of students that makes increasingly sincere with the system of value disclosure techniques, moral cognitive development models, value analysis models, and social action models as well as some strategies that make individual personality understated. The conclusion that the model and strategy of value education in primary, secondary, and higher education can develop humanist values.

scholarly journals Pelaksanaan Program Dakwah dan Pemberdayaan Santri Pondok Pesantren Hataska Semurup Kerinci-Jambi

2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Dedi Iria Putra
Keyword(s):  
Formal Education ◽  
Educational Institution ◽  
Boarding School ◽  
Team Approach ◽  
Life Skill ◽  
Three Stages ◽  
Basic Concepts ◽  
Islamic Society ◽  
Islamic Values ◽  
Empowerment Program

Pondok Pesantren as an educational institution that develop spiritual and life skills. One of them Pondok Pesantren Hataska. The problem in this research is what is the program of empowering students of Pondok Pesantren Hataska Semurup Kerinci-Jambi. How the implementation of empowerment program students of boarding school Hataska Semurup Kerinci-Jambi regency. There are five basic concepts of da'wah and the development of Islamic society 1. Ukhuwah (the importance of unity to gain strength) 2. Ta'awun (the inter-team approach in community development) 3. 'Amilun (a group with enough skills) 4. Ma'rifah (cultural understanding of society) 5. Yaqin have the ability to be independent). Pesantren is an institution that combines formal and non formal education that prioritizes the practice of Islamic values that become the daily lifestyle, with the development of pesantren also preparing santri in the field of life skill so as to adapt well when returning to society. In the implementation of empowerment program students of Hataska Pondok Pesantren in the field of spiritual and life skill implemented three stages: first, the giving of material. Second, training. Third, the implementation.

scholarly journals The Integration Strategy of Conservation Values in Habituation of Semarang State University Campus

2018 ◽  
Vol 1 (2) ◽  
pp. 01
Author(s):  
Saddam Saddam ◽  
Achmad Zurohman ◽  
Babul Bahrudin
Keyword(s):  
Social Action ◽  
Action Theory ◽  
Conservation Education ◽  
State University ◽  
Design Data ◽  
Student Activities ◽  
Integration Strategy ◽  
Academic Activities ◽  
Conservation Values ◽  
Social Action Theory

UNNES crowned a conservation university. The vision of UNNES to 2040 became an internationally reputable and conservation university. Conservation means the effort to protect and preserve the value of culture and human behavior in interacting with the environment. The research objectives reveal the integration of conservation values in UNNES campus habituation. The study used a qualitative case study design. Data collection using observations, documentation, and interviews. Testing the validity of data using the triangulation of sources, techniques, and theories, using the social action theory Talcott Parsons and the personality theory of Gordon Allport. Data analysis uses the Miles and Huberman models through three stages; Data reduction, data presentation, and data verification, as well as Spradley's taxonomy analysis. The results of the integration strategy of conservation values in the habituation of UNNES campus are conducted through academic and non-academic activities. Through academic activities, it is seen from the planting of conservation values through conservation education, environmental education, and other courses. While through non-academic activities are seen with the planting of conservation values through UPT conservation development activities, student activity units, and the Student Activities Center. The student personality has been conservative seen from the conservative behavior of college students, habituation to be a strategy to embed conservation values. With this, the student's behavior is closely related to the conservation character he has, so it can reflect the actions that have been performed by the role of instilling the conservation values of UNNES.

scholarly journals Youth in the margin in Morocco: a qualitative approach to the perception of subjectivity and agency politics

2021 ◽  
Vol 119 ◽  
pp. 01007
Author(s):  
Ilham Sadoqi
Keyword(s):  
Social Action ◽  
Population Based ◽  
Social Actors ◽  
State Institutions ◽  
Cultural Life ◽  
The Social ◽  
Youth Agency ◽  
And Gender ◽  
The Relationship ◽  
Third Moment

This paper seeks to investigate the potentials of youth agency in the margin of society and understand the prospects for social action or “Hirak” as an ongoing sweeping protest wave of a marginalized population. Based on a national qualitative study about youth and marginality in Morocco, this paper will focus on three moments. First, it will examine youth perception, their representation of their subjectivities, and how the realities and experiences of exclusion and “Hogra” manifested in inequalities, injustice, and systematic violence have shaped their beliefs and desire to act. The second moment brings to the fore their apprehension of the hegemonic powers of state institutions and social actors to determine their motivations and initiatives to articulate their actions locally and nationally under conditions of domination. The third moment will shed light on the dynamics of youth agency and the nature of their actions, be it individual or collective, subjective or rational. Similarly, it will also consider the structural limitations impinging on the social, political, cultural life, and gender relations. This paper examines the relationship between youth agency in the margin and the emergence of a new quest for social action “Hirak” in different regions of Morocco and how this might pave the way towards renegotiating the existing social contract between society and state.

scholarly journals IMPLEMENTASI PENCATATAN AKTIVITAS MAHASISWA MENGGUNAKAN WEB SERVICE PADA FEEDER PDDIKTI DENGAN METODE EXTREME PROGRAMMING

2020 ◽  
Vol 14 (2) ◽  
pp. 179-188
Author(s):  
Viktor Handrianus Pranatawijaya
Keyword(s):  
Information System ◽  
Web Services ◽  
System Application ◽  
Extreme Programming ◽  
Activity Data ◽  
Student Activities ◽  
Student Activity ◽  
Recording Process ◽  
Academic Information ◽  
Excel File

One of the features in the Feeder PDDIKTI application is the student activity feature. The feature is used to record student activities with participants' activities, supervisors and examiners. The problem with the Feeder PDDIKTI application when recording student activities is that the operator must input data one by one to the application. Therefore DIKTI also provides web services that can be used so that the recording process can be better.Implementation of recording student activities using web services on the Feeder PDDIKTI with extreme programming methods is carried out in accordance with the stages. In the planning part, an analysis is carried out on the business needs and user stories, in the design, use case diagrams and activity diagrams are made, coding is done by implementing the design using the PHP programming language, and testing is done using black box testing.In running the application, upload excel files are used for student activity data, activity participants, supervisors and examiners. After the student activity is successfully uploaded an excel file is generated from the system which contains student activities that already have the id_akt_mhs attribute. These attributes will be used to link student activity data with activity participants, supervisors, and examiners when filling in data in an excel file. Applications made are not yet connected to the Academic Information System Application so that for future development it is expected to be able to connect and retrieve data directly from the Academic Information System Application.

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