scholarly journals Peranan Tes Hasil Belajar Dalam Meningkatkan Motivasi Peserta Didik dalam Belajar Agama

2020 ◽  
Vol 1 (1) ◽  
pp. 19-34
Author(s):  
Yudha Nata Saputra
Keyword(s):  
Learning Outcomes ◽  
Religious Education ◽  
Student Motivation ◽  
Learning Goals ◽  
Quality Of Education ◽  
Learning Achievement ◽  
National Education ◽  
National Education System ◽  
Religious Learning

Pendidikan agama memegang peranan penting dalam sistem pendidikan nasional di Indonesia sehingga pelajaran agama menjadi wajib untuk diajarkan dalam setiap jenis, jalur dan jenjang pendidikan di Indonesia. Meskipun penting, namun kualitas pendidikan agama di Indonesia belum optimal, hal ini ditandai dengan masih rendahnya motivasi belajar peserta didik dalam belajar agama. Sementara itu, tes hasil belajar memegang peranan yang penting dalam memperoleh gambaran tentang kualitas pendidikan. Tujuan penulisan artikel ini dimaksudkan untuk mengkaji hal-hal yang perlu diperhatikan dalam penyusunan sebuah tes hasil belajar yang baik, mengetahui bagaimana tes hasil belajar dapat meningkatkan motivasi peserta didik dalam belajar agama. Tes hasil belajar yang dilaksanakan penting untuk meningkatkan motivasi peserta didik dalam belajar agama yang akan berdampak terhadap mutu pendidikan di Indonesia. Hasil kajian, menunjukkan bahwa tes hasil belajar akan memberikan manfaat jika dilakukan dengan memperhatikan prinsip-prinsip penyusunan tes. Kemudian tes hasil belajar yang dilaksanakan secara teratur  akan dapat memotivasi peserta didik dalam belajar agama dengan menyediakan tujuan-tujuan belajar jangka pendek untuk peserta didik. Religious education plays an important role in the national education system in Indonesia so that religious education becomes compulsory to be taught in all types, lines and levels of education in Indonesia. Even though it is important, the quality of religious education in Indonesia is not yet optimal, this is indicated by the still low motivation of students to learn in studying religion. Meanwhile, learning outcomes tess play an important role in obtaining a picture of the quality of education. The purpose of writing this article is intended to examine the things that need to be considered in preparing a good learning achievement tes, knowing how the learning achievement tes can increase student motivation in religious learning. The learning achievement tes carried out is important to increase student motivation in studying religion which will have an impact on the quality of education in Indonesia. The results of the study, showed that learning outcomes tess will provide benefits if done by paying attention to the principles of tes preparation. Then a tes of learning outcomes carried out regularly will be able to motivate students in religious learning by providing short-term learning goals for students.

scholarly journals UPAYA PENCAPAIAN TUJUAN PENDIDIKAN ISLAM DALAM PENDIDIKAN NASIONAL DIMASA PANDEMI COVID-19

2021 ◽  
Vol 2 (01) ◽  
Author(s):  
Fery Diantoro ◽  
Endang Purwati ◽  
Erna Lisdiawati
Keyword(s):  
Religious Education ◽  
Education System ◽  
Islamic Education ◽  
Quality Of Education ◽  
National Education ◽  
Face To Face ◽  
Corona Virus ◽  
National Education System ◽  
The Impact

Starting in early 2020, Indonesia has been living life with the impact of the disaster, namely of the corona virus or also called as covid-19. Activities in various fields, especially education, face various problems in the process, which were initially carried out face-to-face/offline to online and of course this all affects the system and quality of education. Islamic education which has taken place as an inseparable part of the national education system has also experienced this impact. The writing of this article is to identify the difficulty of Islamic education in national education during the covid-19 pandemic, whose goal is to provide knowledge of the efforts made by Islamic education during the covid-19 pandemic. The results of the discussion show that Islamic education in national education during the covid-19 pandemic develops potential or provides creativity to students, teaches to always try in any activity, strives and prays to God Almighty, is responsible for all activities that should still be carried out. while online, maintain morals, manners, be independent, knowledgeable, and of course must keep the spirit. To optimize the function of Islamic religious education, it is necessary to maximize the program through efforts to equalize peers in schools, support facilities for activities, support from related parties, evaluateKeyword: Islamic Education, National Education, Covid-19.

scholarly journals LECTURER QUALITY EMPOWERMENT STRATEGY IN REALIZING NATIONAL EDUCATION OBJECTIVES

2019 ◽  
Vol 1 (2) ◽  
pp. 122-133
Author(s):  
Muhammad Rosul Asmawi
Keyword(s):  
Educational Outcomes ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Quality Of Education ◽  
National Education ◽  
National Education System ◽  
Work Atmosphere ◽  
Strategic Position

This study aims to find out the position and role of lecturers in carrying out the task of implementing the national education system and realizing the goals of national education. Lecturers are one of the determinants of the quality of education. The success of the implementation of higher education is largely determined by the readiness of the lecturer in preparing their students through teaching and learning activities or the learning process. The strategic position of lecturers to improve the quality of educational outcomes is strongly influenced by professional abilities in teaching and their level of welfare. To realize this; then the strategy of empowering lecturers is needed in order to realize professionalism that can be accounted for. The empowerment strategy implemented will be able to raise the dignity and level, improve the quality of learning, improve the quality of national education and provide quality services. Empowerment of lecturers is intended to create a work atmosphere or climate that leads to the development of potential, empowerment, and protection.

scholarly journals PENINGKATAN PROFESIONALISME GURU PENDIDIKAN AGAMA HINDU PADA JENJANG PENDIDIKAN DASAR DAN MENENGAH

WIDYANATYA ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 1-9
Author(s):  
Anak Agung Ketut Raka ◽  
I Ketut Winantra
Keyword(s):  
Religious Education ◽  
Legal Protection ◽  
Teaching Profession ◽  
Teacher Professionalism ◽  
Quality Of Education ◽  
National Education ◽  
Professional Authority ◽  
Teacher Professional ◽  
The Government

ABSTRAK             Di Indonesia peningkatan mutu pendidikan merupakan sasaran pembangunan di bidang pendidikan nasional dan merupakan bagian integral dari upaya peningkatan kualitas manusia secara menyeluruh. Mengingat peran pendidikan sangat penting bagi kehidupan masyarakat, maka pemerintah berupaya untuk meningkatkan kwalitas semua komponen yang dapat menunjang peningkatan mutu pendidikan. Salah satu komponen yang dimaksud adalah peningkatan mutu profesionalisme guru khususnya guru pendidikan agama hindu.             Ada beberapa komponen strategis yang perlu diperhatikan oleh guru pendidikan agama hindu yaitu permasalahan-permasalahan profesionalisme guru, prinsip-prinsip profesionalisme guru dan upaya peningkatan profesionalisme guru. Permasalahan-permasalahan profesionalisme guru meliputi profesionalisme profesi keguruan, otoritas profesioanal guru, kebebasan akademik dan tanggung jawab moral. Prinsip-prinsip profesionalisme guru meliputi memiliki bakat, minat, panggilan jiwa dan idealisme, memiliki komitmen, kualifikasi akademik, kompetensi, tanggung jawab, penghasilan, kesempatan, jaminan perlindungan hukum dan organisasi profesi. Upaya-upaya profesionalisme guru meliputi terdidik secara baik, terlatih secara baik, dihargai secara baik, terlindungi secara baik dan dikelola secara baik. ABSTRACT Indonesia is improving the quality of education is a development target in the field of national education and is an integral part of efforts to improve the quality of society, the government seeks to improve the quality of all components that can support the improvement of the quality of education. one of the components in question is improving the quality of teacher professionalism, especially teachers of Hindu education. There are several strategic components that need to be considered by Hindu religious education teachers, namely problems - the problems of teacher professionalism, the principles of teacher professionalism and efforts to increase teacher professionalism. problems - the problems of teacher professionalism include professionalism of the teaching profession, teacher professional authority, academic breakdown and moral responsibility. the principles of teacher professionalism include having talent, interest, calling soul and idealism, having commitment, academic qualifications, competence, responsibilities, income, opportunities, legal protection guarantees and professional organizations.Efforts - the efforts of teacher professionalism include well-educated, well-trained, well-respected, well-protected and well-managed.

scholarly journals Effectiveness of Educational Objectives: Advancing the Quality of Education in Indonesia

2019 ◽  
Vol 3 (1) ◽  
pp. 20
Author(s):  
Hoerul Ansori
Keyword(s):  
Education System ◽  
Rapid Development ◽  
Social Institution ◽  
Quality Of Education ◽  
Educational Goals ◽  
National Education ◽  
National Education System ◽  
The Republic ◽  
The Times

In the contents of the Republic of Indonesia Constitution no. 20 of 2003 concerning National Education System is the realization of an education system as a strong and authoritative social institution to empower all Indonesians to develop into quality maneuvers that are capable and proactive in responding to the challenges of an ever-changing era. However, along with the rapid development of the times, with the emergence of various kinds of problems, especially in the field of education, which makes the goals of education contained in the law tend to be difficult to realize. So, to facilitate the development of educational goals with the aim of advancing the quality of education in Indonesia, there are three things that must be done, namely : 1) developing the quality of human resources, 2) building a Strong Educational Foundation and Clear Vision, 3) developing a noble moral based curriculum.Dalam undang-undang RI No. 20 tahun 2003 tentang Sisdiknas adalah terwujudnya sistem pendidikan sebagai pranata sosial yang kuat dan berwibawa untuk memberdayakan semua warga Indonesia berkembang menjadi manusia yang berkualitas sehingga mampu dan proaktif  menjawab tantangan zaman yang selalu berubah. Akan tetapi, seiring dengan cepatnya perkembangan zaman, dengan munculnya berbagai macam permasalahan terutama dalam bidang pendidikan, yang membuat tujuan dari pendidikan yang tertuang dalam undang-undang tersebut cenderung sulit terwujudkan. Maka, untuk memudahkan pengembangan tujuan pendidikan dengan maksud memajukan kualitas pendidikan di Indonesia, ada tiga hal yang mesti dilakukan yaitu; 1) mengembangkan kualitas sumber daya manusia, 2) Membangun landasan pendidikan yang kuat dan visi yang jelas, 3) mengembangkan kurikulum berbasis akhlak mulia.

scholarly journals Inclusion and equity in education: Making sense of global challenges

Prospects ◽  
2020 ◽  
Vol 49 (3-4) ◽  
pp. 123-134
Author(s):  
Mel Ainscow
Keyword(s):  
Inclusive Education ◽  
Quality Of Education ◽  
Education For All ◽  
Special Issue ◽  
Equity In Education ◽  
National Education ◽  
Making Sense ◽  
National Education System ◽  
The World

AbstractThis article provides an introductory commentary to the papers in this Prospects special issue on inclusive education. In so doing, it stresses the need to be cautious as we read accounts of inclusive education from other parts of the world: whilst lessons can undoubtedly be learned from the accounts in this special issue, they must be adopted with care. There is no doubt that evidence of various kinds can help in identifying the barriers facing some learners and the resources that can be used to overcome these difficulties. However, efforts to promote inclusion and equity within education systems should be based on an analysis of particular contexts. To that end, this article outlines a research-based framework that can be used to carry out such contextual analyses. The article concludes by arguing that an emphasis on inclusion and equity can potentially improve the quality of education for all young people within a national education system.

scholarly journals Perkembangan Pendidikan Islam di Indonesia dan Upaya Penguatannya dalam Sistem Pendidikan Nasional

2020 ◽  
Vol 1 (02) ◽  
pp. 39-53
Author(s):  
Miftahul Huda
Keyword(s):  
Religious Education ◽  
Education System ◽  
Islamic Education ◽  
New Order ◽  
National Education ◽  
Advantages And Disadvantages ◽  
National Education System ◽  
Independence Era ◽  
The Government

This paper aims to analyze the development of Islamic education in Indonesia and efforts to strengthen it in the national education system. This type of research is descriptive qualitative. Study of literature by focusing on terms of peeling, summarizing and collecting a literature, then the authors provide an analysis of the data that has been collected. The results showed that during the pre-independence era religious education was not only not recognized but also not included in the education system, it was even suspected of being a place to incite and fight the invaders. At the time of independence it did not yet have a role because the government still tended to be controlled by nationalist and secular groups, if there were Islamic groups, Islam was still more abangan. Thus the New Order government continuously fostered the quality of madrasa education so that in 1975 a joint decree (SKB) was issued by three ministers on Improving the Quality of Education in Madrasas, where the SKB of the three ministers had advantages and disadvantages. So that the solution of this weakness is the government is trying to make breakthroughs to restore the function of the madrasa as a place to print religious leaders, namely by opening an alternative Madrasah Aliyah named Madrasah Aliyah Special Program (MAPK). Henceforth, this MAPK was changed to Madrasah Aliyah Religious (MAK) which focuses and strengthens the field of Islamic education. There are two strengthening of Islamic education in the national education system, namely strengthening Islamic educational institutions, and strengthening religious subjects in all schools both under the auspices of the Ministry of Religion and other Ministries.

scholarly journals Islamic Religious Education in the Era of Afta

2015 ◽  
Vol 2 (2) ◽  
pp. 204-221
Author(s):  
Hasbi Indra
Keyword(s):  
Qualitative Research ◽  
Religious Education ◽  
Research Study ◽  
Islamic Education ◽  
National Education ◽  
Qualitative Research Study ◽  
Standard Education ◽  
National Education System ◽  
Asean Countries

Abstract Taman Pendidikan Al Qur’an (TPA), Pesantren and Madrasah Diniyah are important parts in the development of Islamic national education. Although the future of those Islamic education is quite difficult to be predicted, they have already become vital components of the national education system. In addition, the quality of this various Islamic institution is also leaded to the International standard education. This article is a qualitative research study which compare and contrast several literatures about Islamic religious education in Indonesia. ASEAN State of Education Report revealed that one of the 2013’s agenda is to develop the quality of education in ASEAN countries. Based on this agenda, Islamic education, which is an important part of the educational system in Indonesia, is also hoped to increase its quality and be ready to compete in International level to face the AFTA. Several efforts have been devoted in order to increase the quality of Islamic religious education. This research is qualitative research study. Abstrak Taman Pendidikan Al Qur’an (TPA), Pesantren dan Madrasah Diniyah merupakan bagian yang penting dalam perkembangan pendidikan Islam nasional. Meskipun cukup sulit untuk diprediksi. masa depan pendidikan Islam tersebut sudah menjadi komponen yang sangat penting bagi sistem pendidikan nasional. Lebih lagi, kualitas institusi Islam yang beragam ini juga mengarah kepada standar pendidikan internasional. Tulisan ini merupakan penelitian kualitatif yang membandingkan dan membedakan beberapa literatur tentang pendidikan Agama Islam di Indonesia. Laporan Bagian Pendidikan ASEAN menunjukkan bahwa salah satu agenda 2013 adalah untuk mengembangkan kualitas pendidikan di negara-negara ASEAN. berdasarkan agenda tersebut, pendidikan Islam, yang merupakan bagian penting darui sistem pendidikan di Indonesia, juga diharapkan dapat meningkatkan kualitasnya dan siap untuk bersaing di tingkat internasional untuk menghadapi AFTA. Beberapa usaha telah dicurahkan untuk meningkatkan kualitas pendidikan agama Islam. How to Cite : Indra, H. (2015). Islamic Religious Education in the Era of Afta.TARBIYA: Journal Of Education In Muslim Society,2(2), 204-221. doi:10.15408/tjems.v2i2.2208. Permalink/DOI:http://dx.doi.org/10.15408/tjems.v2i2.2208

scholarly journals KONSTELASI KURIKULUM PENDIDIKAN DI INDONESIA

At-Turats ◽  
2015 ◽  
Vol 9 (2) ◽  
pp. 37
Author(s):  
Rustam Abong
Keyword(s):  
Quality Of Education ◽  
Political Will ◽  
Policy Makers ◽  
National Education ◽  
School Based ◽  
National Education System ◽  
Political Interests ◽  
Competency Based ◽  
The Government

Curriculum in Indonesia is always related to the constellation of power, and therefore the direction and substance of the curriculum are determined by the decision of state authorities and non-state subsystems, or complying to a certain notion and concept of education. Constellation of power and complexity of curriculum can be seen in the instruction of Competency-Based Curriculum (KBK), school-based curriculum (KTSP) and 2013 Curriculum. After all, there is no guarantee that these curriculums will be able to develop students’ competency and build their character in line with the national education goals as mandated by Law No. 20/2003 on National Education System. In fact, there is nothing wrong with the curriculum; it is the fault of policy makers of education. The Indonesian people need political will of the government. Curriculum is not the only factor that determines the quality of education. Nor is it the only tool to realize the vision of education. However, curriculum can serve as a strategic device to seed the interests of power. Changes in curriculum in fact generate a strong constellation of power in the curriculum itself, especially in determining the content of education, so no wonder education in Indonesia is “subjugated” by curriculums with business and political interests.

scholarly journals Merdeka Belajar dan Pendidikan Kritis Paulo Friere dalam Pembelajaran Pendidikan Agama Islam

2021 ◽  
Vol 12 (02) ◽  
pp. 45-61
Author(s):  
Ifa Afida ◽  
Eka Diana ◽  
Dhevin M.Q Agus Puspita
Keyword(s):  
Religious Education ◽  
Banking System ◽  
Independent Learning ◽  
Educational Goals ◽  
Critical Education ◽  
Learning Program ◽  
National Education ◽  
National Education System ◽  
Paulo Friere

The focus of this study is how the concept of independent learning which is a policy in education in Indonesia is currently associated with Paulo Friere's critical education and its implementation in learning Islamic Religious Education. For Paulo Friere, independent learning is a teaching process that frees students from all kinds of colonialism, such as the banking system.  Freire's construction of education leads to education which will lead people out of the shackles of oppression. In line with that, the Merdeka Learning Program according to the Minister of Education and Culture will be the direction of future learning that focuses on improving the quality of human resources. Merdeka Learning is the beginning of the idea of ​​improving the monotonous national education system. Overall, the humanistic values ​​promoted by the Minister of Education and Culture's policies and the educational concepts offered by Friere are very relevant to be applied in education in Indonesia, especially Islamic Religious Education through the elements of educators, students and educational goals. Fokus kajian ini adalah bagaimana konsep merdeka belajar yang menjadi kebijakan pada pendidikan di Indonesia saat ini dikaitkan dengan pendidikan kritis Paulo Friere dan implementasinya dalam pembelajaran Pendidikan Agama Islam. Bagi Paulo Friere, merdeka belajar adalah proses pengajaran yang membebaskan peserta didik dari segala macam penjajahan, seperti banking system.  Konstruksi pendidikan Freire mengarah kepada pendidikan yang nantinya menghantar orang keluar dari belenggu penindasan. Selaras dengan itu, Program Merdeka Belajar menurut Mendikbud akan menjadi arah pembelajaran ke depan yang fokus pada meningkatkan kualitas sumber daya manusia, Merdeka Belajar merupakan permulaan dari gagasan untuk memperbaiki sistem pendidikan nasional yang terkesan monoton. Secara menyeluruh, nilai humanis yang diusung oleh kebijakan mendikbud dan konsep pendidikan yang ditawarkan Friere sangat relevan untuk diaplikasikan dalam pendidikan di Indonesia, khususnya Pendidikan Agama Islam melalui unsur pendidik, peserta didik dan tujuan pendidikan

scholarly journals ANALISIS PERBEDAAN ANTARA KURIKULUM KTSP DAN KURIKULUM 2013

2017 ◽  
Vol 17 (2) ◽  
pp. 280
Author(s):  
Lukmanul Hakim
Keyword(s):  
Learning Goals ◽  
Quality Of Education ◽  
Teaching Program ◽  
National Education ◽  
The Government ◽  
Teaching Learning

A curiculum as a teaching program of one of the instutions may have changed in accodance with the need of the society. In Indonesia, the government under the administration of the Ministry of National Education has made the changes of curriculum for several times, such as, KTSP 2006 (unit lesson-based curriculum) and Kurikulum berbasis karakter2013 (character-based curriculum).These changes are aimed at developing the quality of education in this country. This writing discusses the differences between KTSP 2006 and Kurikulum berbasis karakter 2013. Through the discussion, it is found that there are some differences between both of these curriculum in many aspects in lessons focused, methods applied, students’ achievement scale, and teaching learning goals.

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