scholarly journals MANAJEMEN PEMBELAJARAN PADA PENDIDIKAN DINIYAH FORMAL ULYA DDI MANGKOSO : STUDI KOMPARATIF PADA SMA ISLAM ATHIRAH BOARDING SCHOOL BUKIT BARUGA

2021 ◽  
Vol 1 (3) ◽  
pp. 189-198
Author(s):  
JUHRI JUHRI
Keyword(s):  
Formal Education ◽  
Lesson Plan ◽  
Boarding School ◽  
Learning System ◽  
Learning Tools ◽  
Ministry Of Education ◽  
Standard Format ◽  
National Education ◽  
Qualitative Approaches ◽  
Evaluation Of Learning

This research aims to find out the similarities or differences in learning management implemented in Formal Diniyah Education (PDF) Ulya DDI Mangkoso and SMA Islam Athirah Boarding School of Bukit Baruga. This research uses comparative type research with descriptive qualitative approaches. The results of the study concluded that: (1) Learning plan on PDF Ulya DDI Mangkoso does not yet have standard learning tools such as syllabus, lesson plan, semester and annual programs, because the education unit is still new and does not have a standard format set by the ministry of religion, in contrast to SMA Islam Athirah Boarding School. (2) The organization of learning in PDF Ulya DDI Mangkoso has been carried out well through the roles and responsibilities of all parties concerned ranging from the Head of Madrasah, Dormitory Builder, Ustadz / teacher especially to the Islamic students’ organization in it that supports each other. While in SMA Islam Athirah Boarding School, the organization of learning has been carried out by existing SOPs, but still often gets its challenges. (3) The implementation of learning in PDF Ulya DDI Mangkoso has been running by its learning system, namely madrasy, halaqy, and idhafi system, and these three systems have been running by its characteristics as a boarding school, as well as SMA Islam Athirah Boarding School, the implementation of learning has been running well by its characteristics as a formal education unit under the Ministry of Education. (4) The evaluation of learning in PDF Ulya DDI Mangkoso has been going well by the provisions set by the national education office, namely by carrying out cognitive, psychomotor, and effective assessments, similar to the evaluation of learning carried out at SMA Islam Athirah Boarding School, but the method of implementation sometimes has differences. ABSTRAKPenelitian ini bertujuan untuk mengetahui persamaan atau perbedaan manajemen pembelajaran yang dilaksanakan pada Pendidikan Diniyah Formal (PDF) Ulya DDI Mangkoso dan SMA Islam Athirah Boarding School Bukit Baruga. Penelitian ini menggunakan penelitian jenis komparatif dengan pendekatan kualitatif deskriptif. Hasil penelitian menyimpulkan bahwa : (1) Perencanaan pembelajaran pada PDF Ulya DDI Mangkoso belum memiliki perangkat pembelajaran yang baku seperti silabus, RPP, Program semester dan tahunan, karena satuan pendidikannya masih baru dan belum memiliki format standar yang ditetapkan oleh kementrian agama, berbeda dengan SMA Islam Athirah Boarding School. (2) Pengorganisasian pembelajaran pada PDF Ulya DDI Mangkoso sudah terlaksana dengan baik melalui peran dan tanggung jawab seluruh pihak yang terkait mulai dari Kepala Madrasah, Pembina Asrama, Ustadz/guru terlebih lagi kepada organisasi santri yang ada didalamnya yang saling mendukung antara satu dengan lainnya. Sementara di SMA Islam Athirah Boarding School, pengorganisasian pembelajarannya sudah terlaksana sesuai dengan SOP yang ada, namun masih sering mendapatkan tantangan tersendiri. (3) Pelaksanaan pembelajaran pada PDF Ulya DDI Mangkoso telah berjalan sesuai dengan sistem pembelajarannya yaitu sistem madrasy, halaqy, dan idhafi, dan ketiga sistem ini sudah berjalan sesuai dengan karakteristiknya sebagai pondok pesantren, sama halnya dengan SMA Islam Athirah Boarding School pelaksanaan pembelajarannya sudah berjalan dengan baik sesuai dengan karakteristiknya sebagai satuan pendidikan formal di bawah Kemendikbud. (4) Evaluasi pembelajaran pada PDF Ulya DDI Mangkoso sudah berjalan dengan baik sesuai dengan ketentuan yang ditetapkan oleh dinas pendidikan nasional yaitu dengan melaksanakan penilaian kognitif, psikomotorik, dan efektif, sama dengan evaluasi pembelajaran yang dilaksanakan pada SMA Islam Athirah Boarding School, namun metode pelaksanaannya terkadang memiliki perbedaan.

Analisis Kesenjangan Pelaksanaan Standar Proses pada Pembelajaran Produktif di SMK

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Atika Atika ◽  
I Made Sudana ◽  
Basyirun Basyirun
Keyword(s):  
Learning Process ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Ministry Of Education ◽  
Standard Process ◽  
Basic Principles ◽  
Discrepancy Rate ◽  
Quantitative Descriptive ◽  
Concrete Solution ◽  
Evaluation Of Learning

Tujuan penelitian, diantaranya menguraikan bagaimana pelaksanaan standar proses, menganalisis seberapa tingkat kesenjangannya dan merancang bagaimana solusi permasalahan terkait kesenjangan pelaksanan standar proses. Penelitian ini menggunakan penelitian deskriptif dengan pendekatan kuantitatif. Aspek dalam penelitian ini adalah (a) perencanaan pembelajaran; (b) pelaksanaan pembelajaran; (c) penilaian hasil belajar; (d) pengawasan oleh kepala sekolah. Teknik pengumpulaan data, yang digunakan adalah metode observasi, wawancara dan dokumentasi. Hasil Penelitian menunjukkan bahwa dalam hal perencanaan pembelajaran diperoleh kriteria tidak senjang, artinya pada kegiatan perencanaan tidak banyak guru yang mengabaikan standar yang ditetapkan oleh Permendikbud No. 65 tahun 2013. Hasil analisis pelaksanaan pembelajaran diperoleh kriteria cukup senjang, artinya standar proses yang ditetapkan belum sepenuhnya dilaksanakan. Hasil analisis menunjukkan bahwa pada kegiatan penilaian masih diperoleh hasil cukup senjang, artinya masih terdapat ketentuan yang belum diterapkan. Hasil analisis pada komponen pengawasan memberikan kesimpulan jika masih terdapat kepala sekolah yang tidak menjalankan fungsinya sebagai pengawas internal.Therefore, the aims of study are to investigate the implementation of the standard process, analyze the discrepancy rate and design the solution toward the issue of discrepancy. This research uses the quantitative descriptive approach. There are several aspects investigated; (a) lesson plan, (b) learning process, (c) evaluation of learning result, and (d) headmasters control. To collect the data, the methods of observation, interview, and documentation are used. The result is explained in form of criteria. It is no discrepancy for lesson plans, means that most of the lesson plans are in accord with the Basic Principles issued by Ministry of Education and Culture Number 65 in 2013. The learning process has a quite discrepancy rate, means the standard process is incompletely applied; so does the evaluation which ignores several principles to apply. It is also noted that some headmasters ignore their function as an internal supervisor. To sum up, the discrepancy issue needs further concrete solution.

scholarly journals PELAKSANAAN KURIKULUM TINGKAT SATUAN PENDIDIKAN PADA MADRASAH ALIYAH NEGERI I PONTIANAK

2016 ◽  
Vol 15 (02) ◽  
pp. 1
Author(s):  
Mulyani Mudis Taruna
Keyword(s):  
Learning Process ◽  
Local Level ◽  
National Level ◽  
Learning System ◽  
Regional Office ◽  
National Education ◽  
Learning Procedure ◽  
Competency Based ◽  
Evaluation Of Learning ◽  
Insight Into

<p>This research was done at Madrasah Aliyah Negeri I in Pontianak,<br />the capital of Western Borneo. The focus of the research was the imple­<br />mentation of Education Unit Level Curriculum (KTSP) at Madrasah<br />Aliyah Negeri I Pontianak which was seen from the aspects of the imple­<br />mentation of KTSP itself, of the management, of the administration of<br />the management, of developmental method, of learning facilities, and of<br />the evaluation of learning system. In addition, this research also exam­<br />ined how learners' perceptions of the implementation of KTSP were.</p><p><br />From the result of the research showed that the implementation of<br />KTSP at Madrasah Aliyah Negeri I Pontianak could run well in accor­<br />dance with learning procedure, namely operationally the curriculum<br />had been composed by the education unit itself with various kinds of<br />dynamism although it did not free from the standard of content which<br />was composed by BSNP (National Education Standard Agency). Simi­<br />larly, learners' perceptions showed that they understood enough and<br />were able to follow the learning process with KTSP as the new curricu­<br />lum after the application of KBK (Competency Based-Curriculum).</p><p><br />However, on another side, there were several disadvantages which<br />needed improvement such as human resources factor, namely teachers<br />who had experience in local level but lacked insight into communica­<br />tion in national level, frequent occurrences of technical obstacles in the<br />implementation, insufficient facilities for the learning process such as<br />incomplete multimedia and the existing learning media if they were con­<br />nected to the ratio of learners, a high shortage of teachers' handbooks<br />so that on average teachers only mentioned 2 reference books namely I<br />package book and I book published by Toha Putra Semarang and prac­ <br />tically the supervision of education has not yet been done by counselors<br />from Regional Office of Ministry of Religious Affairs of Pontianak.</p>

scholarly journals Character Education with Setara Daring Application in Non-Formal Education

2021 ◽  
Vol 10 (4) ◽  
Author(s):  
Pratama Yoga Wica ◽  
Marzuki Marzuki
Keyword(s):  
Data Collection ◽  
Character Education ◽  
Formal Education ◽  
Human Life ◽  
Learning System ◽  
Qualitative Description ◽  
Ministry Of Education ◽  
Analysis Technique ◽  
Document Review ◽  
Education Process

Character is always a problem in human life that must be overcome immediately. One of the alternatives offered to build human character is through character education in non-formal schools. The school has an application that is able to help the character education process which is named the online equivalent application. This application is a learning system designed by the Ministry of Education and Culture Republic Indonesia. This research is in the form of a qualitative description and the purpose of this study is to describe the function of Setara daring applications in fostering the character of learning citizens. Data collection techniques using observation, interviews and documentation. The data collection instruments used were observation sheets, interview guidelines and document review. The data analysis technique used in this study is interactive model of analysis. The results of the application of the Setara Daring application turned out to have a major impact on the character education of learning citizens especially on the character of discipline, responsibility, independence, and caring for others.

PENDIDIKAN ISLAM DALAM KONSTELASI ERA GLOBAL: STUDI KASUS DI MTS YAPIKA TANJUNGSARI PETANAHAN KEBUMEN

2019 ◽  
Vol 20 (1) ◽  
pp. 75-94
Author(s):  
M Slamet Yahya
Keyword(s):  
Formal Education ◽  
Boarding School ◽  
School Curriculum ◽  
Moral Formation ◽  
School Students ◽  
Night Time ◽  
National Education ◽  
Education Personnel ◽  
School Committees ◽  
Islamic Values

The results of this study are first, the development of vision and mission adapted to the development of science and technology while continuing to prioritize Islamic values; second, curriculum development becomes a multi triple curriculum (Ministry of Religion curriculum, Ministry of National Education curriculum, and Islamic boarding school curriculum); third, the development of learning activities which include; night-time activities, tahfidz activities, tahsin activities, language development, religious moral formation, development of local and global insightful education; fourth, the development of community service in the form of village collaboration participation, care of janazah, distribution of zakat fitrah, distribution of zakat mal, and distribution of qurban animals; fifth, the development of madrasa governance internally between students, teachers, principals, and education personnel, externally between schools and foundations and school committees; sixth, developing networking with parents of students, alumni, government agencies, universities, and other agencies, seventh; MTS YAPIKA is an integrated madrasa, the madrasa students besides getting formal education, they also get pesantren education or are said to be MTS YAPIKA  students and al-Istiqomah Islamic boarding school students. Keywords: Madrasa, Islamic Boarding Schools, and Globalization.

scholarly journals Meningkatkan Kompetensi Pedagogik Guru Kelas dalam Penyusunan RPP Melalui Supervisi Akademik pada SDN Sungai Andai 3 Banjarmasin oleh : Sulis

2021 ◽  
Author(s):  
Jurnal Julak
Keyword(s):  
Teacher Education ◽  
Learning Process ◽  
Lesson Plan ◽  
Learning Objectives ◽  
Learning Tools ◽  
Component Selection ◽  
Three Stages ◽  
Copy And Paste ◽  
Evaluation Of Learning ◽  
Selection Of

Professional teachers must have 5 (five) competencies, one of which is the competence of preparing lesson plans. There are several factors that cause teachers to have difficulty in compiling it 1) Teachers do not have a linear educational basis so they are not equipped with knowledge about planning and implementing learning. 2) Teachers have never attended training on RPP preparation so they only copy and paste from their friends, even though, they are not relevant to the situation and conditions in their school so that the existing RPP cannot be used as a reference in the learning process. 3) Teachers have attended training, but have not been able to apply it in schools. One of the programs that can be held in the context of teacher empowerment is academic supervision (academic supervision).This research was conducted in three stages, namely preparation, implementation and evaluation/reflection, and carried out at least in two cycles. This research is aimed at teachers of all subjects who do not have a linear teacher education background totaling 20 people, namely: 16 class teachers, 2 sports teachers, and 2 PAI teachers. In cycle I, this action research involved 5 subject teachers who did not have a teacher education background, who were in this school. The research begins by submitting a self-made lesson plan according to the subjects and competency standards of each to the supervisor. Based on these data, supervisors provide guidance to teachers according to the difficulties of each teacher. In the second cycle, planning activities are based on reflection from cycle 1, while the steps for action and observation activities are the same as in cycle 1 by paying attention to the priority problems concluded in cycle 1 and followed by reflection activities.The results showed, in the components of the formulation of learning objectives indicators, there was an increase from 40% in the initial ability, to 60% in cycle 1 and increased to 70% at the end of the activity. In the Determination Component of learning materials and there is an increase in ability from 65% to 70% after cycle 1 and is stronger to 80%. In the Component Selection of Strategies and learning methods, there was a significant increase from the original 40% to 60% in cycle 1 and increased again to 75% after cycle 2. In the selection of media and learning tools there was also an increase from 60% at the beginning activities and after cycle 1, it becomes 80% after cycle 2. While in terms of planning evaluation of learning. From the original only 40% at the beginning of the activity, to 60% at the end of cycle 1 and managed to reach 70% at the end of cycle 2.Keywords: Academic Supervision, Pedagogic Competency

scholarly journals Evaluation on The Implementation of Study on Physical, Sport and Health in The Pandemic Time Covid-19 at SMP Negeri Se-Kota Salatiga Tapel 2020/2021

2021 ◽  
Vol 5 (2) ◽  
pp. 108
Author(s):  
Sanfia Tesabela Messakh ◽  
Budi Utomo ◽  
Fatkur Rohman
Keyword(s):  
Online Learning ◽  
Lesson Plan ◽  
Learning Tools ◽  
Ministry Of Education ◽  
Teacher Observations ◽  
Learning Assessments ◽  
Analysis Technique ◽  
Teachers And Students ◽  
The Republic ◽  
Model Technique

The Ministry of Education and Culture of the Republic of Indonesia issued a policy to temporarily close educational activities held in schools. This policy resulted in several changes and caused a transition in the process of implementing PJOK learning. The purpose of this study is to describe the evaluation of the implementation of physical education, sports and health learning in State Junior High Schools in Salatiga during the Covid-19 pandemic. This research uses qualitative methods with a descriptive approach. The data analysis technique in this study used the Analysis Interactive Model technique from Miles and Huberman. The results of the study indicated that PJOK teachers were obliged to make learning tools such as syllabus, lesson plan (RPP), semester program (Promes) and annual program (Prota). The implementation of online learning is carried out using various internet-based applications including Google Classroom, Google From and WhatsApp (WA) as the main communication media for teachers and students for learning reminders and assignments. Learning assessments during the Covid-19 pandemic are designed to encourage meaningful learning activities for students in the form of assignments and teacher observations of students during the online learning process.

scholarly journals DILEMMA OF FULL DAY SCHOOL IN ISLAMIC EDUCATION IN INDONESIA

2017 ◽  
Vol 5 (2) ◽  
pp. 345-360
Author(s):  
Ahmad Muzammil Kholily
Keyword(s):  
Character Education ◽  
Formal Education ◽  
Boarding School ◽  
Day School ◽  
Islamic Education ◽  
National Education ◽  
National Education System ◽  
The Government ◽  
Full Day ◽  
Basic Level

This article aims to explore the implementation of full day school in Islamic education in Indonesia. The position of Islamic education in the national education system is a kind of religious character education, so Islamic education in sisdiknas should be able to organize formal education institutions, non formal and informal, from the basic level to college, managed by the government or/and private institution. In this case, the government also creates an organizational structure in running Islamic education programs in Indonesia. Regulation of Minister of Education No. 23 of 2017 about full day school certainly contribute to the conflict of Islamic education in Indonesia because full day school is not accepted by the majority of scholars or the santri because it is realized that the regulation is problematic for Islamic education, especially madrasah diniyah , for students and teachers. Full day school (FDS) program is actually not new in education, such as boarding school education institutions. The education program at boarding school is not only Full Day School (FDS) but full years school or running for 24 hours, where the process of education is not only in formal lesson time. يهدف هذا البحث إلى اكتشاف تطبيق برنامج مدرسة يوم كامل في التربية الإسلامية بإندونيسيا. إن مكانة التربية الإسلامية في نظام التربية الوطنية كتربية الأخلاق ذات الصبغة الدينية. فلهذا، فالتربية الإسلامية في نظام التربية الوطنية تستطيع أن تدخل وتندرج في التربية الرسمية وغير الرسمية، من المرحلة الابتدائية حتى المرحلة الجامعية، منها ما تديرها الحكومة، ومنها ما تديرها الجهة الخاصة أو الأهلية. وفي هذا تضع الحكومة هيكلا تنظيميا لإجراء برنامج التربية الإسلامية بإندونيسيا. ونظام وزير التربية رقم 32 سنة 3102 عن مدرسة يوم كامل تأتي بالمشكلة في التربية الإسلامية بإندونيسيا، وذلك لأن أكثر العلماء وطلاب المعاهد الدينية لايقبلون نظام مدرسة يوم كامل، لأن هذا النظام يأتي بالمشكلة في وسط عالم التربية الإسلامية خاصة المدارس الدينية، ولم تكن المشلكة في برنامج الدراسات الدينية فحسب، وإنما مشكلة على الطلبة والمدرسين أيضا. والحديث عن نظام مدرسة يوم كامل في الحقيقة ليس أمرا جديدا في عالم التعليم، فعلى سبيل المثال نظام المعهد الديني، فالتربية فيه لم تكن يوما كاملا فحسب، وإنما سنة كاملة أو تسير طوال أربع وعشرين ساعة، حيث إن عملية التربية فيه ليست في أوقات الدراسة أو في عملية التعليم داخل الفصل فقط. Artikel ini bertujuan mengeksplorasi implementasi program full day school dalam pendidikan Islam di Indonesia. Posisi pendidikan Islam dalam system pendidikan nasional merupakan pendidikan karakter yang bersifat keagamaan, untuk itu pendidikan Islam dalam sisdiknas mampu memasuki dan menyelenggarakan lembaga pendidikan formal, non forma dan informal, baik dari tingkat dasar hingga perguruan tinggi yang kesemuanya dikelola oleh negeri dan adapula yang dikelola oleh swasta. Dalam hal ini pemerintah juga membuat struktur organisasi dalam menjalankan program pendidikan Islam di Indonesia. Peraturan menteri pendidikan Nomor 23 Tahun 2017 tentang full day school tentu menyumbang konflik pendidikan Islam di indonesia sebab full day school tersebut tidak diterima oleh mayotas kalangan ulama atapun para santri sebab disadari atau tidak peraturan menteri pendidikan tersebut hanya menjadi problem bagi dunia pendidikan Islam khususnya madrasah diniyah, tidak hanya pada program diniyahnya akan tetapi kepada para siswa dan para guru. Berbicara program full day school (FDS) sebenarnya bukan hal baru dalam dunia pendidikan, misalnya lembaga pendidikan pondok pesantren. Program pendidikan di pondok pesantren bukan hanya Full Day School (FDS) akan tetapi full years school atau berjalan selama 24 Jam, yang mana proses pendidikan tidak hanya di waktu pelajaran formal ataupun kegiatan belajar mengajar di kelas.

scholarly journals Learning Towards an Ideal Education Through Social Studies Learning Tools in Jombang Regency

2020 ◽  
Vol 2 (7) ◽  
Author(s):  
Ajeng Eka Prastuti ◽  
Sarmini Sarmini ◽  
Nugroho Hari Purnomo
Keyword(s):  
Social Studies ◽  
Learning Process ◽  
Learning Tools ◽  
National Education ◽  
Descriptive Research ◽  
Qualitative Approaches ◽  
Personal Character ◽  
Complete Category ◽  
Research Types ◽  
The Ideal

Education as a process of learning and channeling knowledge, changing behavior and shaping personal character must be done well. Teachers have an important influence on the keys to success and success of the learning process based on national education goals. In learning, an ideal set of learning tools is needed so that students are able to understand the material being taught well. Ideal education as the suitability that is aspired, expected and desired. The ideal learning process through learning tools is characterized by the nature of students becoming active. This research method uses content analysis, descriptive research types and qualitative approaches. The results of the study, from 10 schools that were sampled as many as 6 schools with complete categories that have a match between 8-11 components and 4 schools have a very complete category that has a compatibility between 12-13 components.

scholarly journals Comparative Study on the Policy and Implementation of Non-Formal Education in Indonesia and Thailand

2021 ◽  
pp. 330-338
Author(s):  
Pujiyanti Fauziah ◽  
Yoyon Suryono ◽  
Iis Prasetyo ◽  
Gumpanat Bariboon
Keyword(s):  
Adult Learning ◽  
Informal Education ◽  
Formal Education ◽  
The Elderly ◽  
Qualitative Approach ◽  
Educational Systems ◽  
Ministry Of Education ◽  
Education Programs ◽  
National Education ◽  
National Education System

Indonesia and Thailand share similar characteristics in terms of their educational systems, and non-formal education has been developed in both countries. This research aimed to identify how the Indonesian National Qualification System policy has been implemented. The strengths and weaknesses of the two countries in their perception and adoption of non-formal and informal education programs were also examined. The transformation of non-formal and informal education into an inseparable part within the National Education System on the macro setting and the macro area was discussed. Lastly, the policies and implementation of non-formal and informal education in both countries were mapped and compared. This research applied a phenomenography qualitative approach. According to the results, Indonesia and Thailand have different terms related to non-formal education: Thailand uses the term Adult Learning and Education (ALE), which involves adult education, equality, community and the elderly. ALE in Thailand is broader because it covers several fields that are not directly within the Ministry of Education but are used as a non-formal education template for the community. Keywords: non-formal education, implementation, Thailand, Indonesia

scholarly journals EMPOWERMENT OF BOGA TEACHER EMPOWERMENT MANAGEMENT IN THE DEVELOPMENT OF SANTRI ENTREPRENEURS IN THE PESANTREN NURUL IMAN, THE MUARA JAMBI DISTRICT, JAMBI PROVINSI

2019 ◽  
Vol 7 (4) ◽  
pp. 300-314
Author(s):  
H. Muntholib S.M ◽  
Maisah ◽  
Nur Komariah
Keyword(s):  
Data Analysis ◽  
Lesson Plan ◽  
Boarding School ◽  
Teacher Empowerment ◽  
Qualitative Approach ◽  
Direct Supervision ◽  
Qualified Teachers ◽  
Data Validity ◽  
Evaluation Of Learning ◽  
Descriptive Qualitative

Tata Boga is one of the entrepreneurship of students at Nurul Iman Islamic Boarding School which aims to equip students with entrepreneurial science in cooking. This study uses a descriptive qualitative approach. By using the method of observation, interviews and documentation. Data analysis uses the Miles and Huberman models, while the data validity technique uses triangulation. The results of the study were: The leadership of the Islamic boarding school planned the facilities and infrastructure before identifying the teacher, delegating the task of teaching cooking to qualified teachers, and giving curriculum autonomy, scheduling schedules and funding. In organizing activities, the head of the lodge places himself as a supervisor, and instructs the principal as the supervisor and person in charge, the chairman of the entrepreneurial coordinator as the driver, and the teacher as the implementer. In the implementation activities the leader instructs the principal so that the teacher prepares the syllabus and lesson plan, optimizes himself / herself to become a counselor and instructor, completes the class administration, and develops evaluation of learning. The supervisory activities include direct supervision by looking directly at the implementation of indirect learning and supervision activities by looking through curriculum documents.

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