Pub Date : 2022-12-24DOI: 10.21154/cendekia.v20i2.5002
M. S. Humaisi, M. Thoyib, Nur Alim
This article aims to explain the urgency of pesantren-based vocational curriculum management in improving the quality of madrasa education in the current era of global competition. This research used a qualitative approach and the interactive analysis model of Miles, Huberman, and Saldana to analyze the data. The results of this study confirm some aspects. First, the vocational curriculum planning at MA Nurul Jadid is based on the vision, mission, goals, and educational concepts that rely on a curriculum trilogy, including the madrasa curriculum, skills curriculum, and pesantren curriculum based on the study of the yellow book. Second, implementing the vocational curriculum at MA Nurul Jadid is structured, systematic, and integrated, allowing students to understand and master knowledge and skills proportionally. Third, the evaluation of the vocational curriculum at MA Nurul Jadid Probolinggo is done in a structured, detailed, and comprehensive manner. It is not only on the subject matter but also includes achievements in self-development, extracurricular, organizational, and the formation of national character and culture.
本文旨在说明在当今全球竞争的时代，以学员为本的职业课程管理对于提高伊斯兰学校教育质量的紧迫性。本研究采用了定性方法和Miles, Huberman, and Saldana的交互分析模型来分析数据。本研究的结果证实了一些方面。首先，MA Nurul Jadid的职业课程规划基于愿景、使命、目标和教育理念，依赖于课程三部曲，包括马德拉萨课程、技能课程和基于黄皮书研究的pesantren课程。第二，在MA Nurul Jadid实施的职业课程是结构化的、系统的、综合的，让学生按比例理解和掌握知识和技能。第三，对MA Nurul Jadid Probolinggo的职业课程进行了结构化、详细和全面的评估。它不仅是关于主题的，还包括在自我发展、课外活动、组织以及民族性格和文化形成方面的成就。
{"title":"Pesantren-Based Vocational Curriculum Management in Improving The Quality of Madrasa Education in Indonesia","authors":"M. S. Humaisi, M. Thoyib, Nur Alim","doi":"10.21154/cendekia.v20i2.5002","DOIUrl":"https://doi.org/10.21154/cendekia.v20i2.5002","url":null,"abstract":"This article aims to explain the urgency of pesantren-based vocational curriculum management in improving the quality of madrasa education in the current era of global competition. This research used a qualitative approach and the interactive analysis model of Miles, Huberman, and Saldana to analyze the data. The results of this study confirm some aspects. First, the vocational curriculum planning at MA Nurul Jadid is based on the vision, mission, goals, and educational concepts that rely on a curriculum trilogy, including the madrasa curriculum, skills curriculum, and pesantren curriculum based on the study of the yellow book. Second, implementing the vocational curriculum at MA Nurul Jadid is structured, systematic, and integrated, allowing students to understand and master knowledge and skills proportionally. Third, the evaluation of the vocational curriculum at MA Nurul Jadid Probolinggo is done in a structured, detailed, and comprehensive manner. It is not only on the subject matter but also includes achievements in self-development, extracurricular, organizational, and the formation of national character and culture. ","PeriodicalId":165060,"journal":{"name":"Cendekia: Jurnal Kependidikan dan Kemasyarakatan","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134487749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.21154/cendekia.v20i2.4962
Adi Kasman, M. Ikhwan, Darlis Aziz
With the rapid times, Islamic education faces many challenges. The industrial era 4.0 and society 5.0 has shifted the development of world civilization. This research investigates the challenges of a shifting era for Islamic education. It includes aqidah and akhlaq, which must be prepared to enter the new era. These two things are guidelines that need to be prepared, especially for children as a generational advocates to fortify themselves from the currents of globalization that are not following the teachings of Islam. This research employed qualitative research with a normative approach. It used secondary sources such as books, journals, newspapers, and other documents. Those were valid. Data analysis used descriptive analysis to draw conclusions. This study found that Islamic education can adapt to the new era of society 5.0 by prioritizing critical and innovative thinking. Next, Islamic education must ensure the availability of reliable and competent human resources to strengthen the aqidah and morals of students, especially teachers and education staff. Pendidikan Islam dihadapkan pada tantangan perubahan zaman yang sangat cepat, belum usai bergulirnya era industri 4.0, perkembangan peradaban dunia sudah ditunggu dengan era society 5.0, penelitian ini menjelaskan tantangan perbahan zaman tersebut bagi dunia pendidikan Islam diantaranya adalah aqidah dan akhlak yang harus disiapkan memasuki dalam era baru itu. Dua hal itu sebagai pedoman yang perlu disiapkan terutama bagi anak-anak sebagai pelanjut generasi guna membentengi diri mereka dari arus globalisasi yang tidak sesuai dengan ajaran Islam. Penelitian ini merupakan penelitian kualitatif dengan pendekatan normative etika moral dan menggunakan sumber-sumber sekunder seperti buku, jurnal, koran dan dokumen lainnya yang diyakini keabsahannya. Analisis data mengguanakan analisis deskriptif hingga sampai pada kesimpulan-kesimpulan yang memadai. Penelitian ini menemukan bahwa pendidikan Islam dinilai mampu untuk beradaptasi dengan era baru society 5.0 dengan mengedepankan cara berfikir kritis dan inovatif. Selanjutnya, pendidikan Islam harus menjamin tersedianya sumberdaya manusia yang handal dan kompeten guna penguatan aqidah dan akhlak murid- murid terutama guru dan tenaga kependidikan.
随着时代的快速发展，伊斯兰教育面临着许多挑战。工业4.0和社会5.0时代改变了世界文明的发展。这项研究调查了伊斯兰教育在转变时代所面临的挑战。它包括aqidah和akhlaq，它们必须做好进入新时代的准备。这两件事是需要准备的指导方针，特别是对儿童来说，作为一个世代的倡导者，他们需要加强自己免受不遵循伊斯兰教义的全球化潮流的影响。本研究采用定性研究与规范的方法。它使用二手资料，如书籍、期刊、报纸和其他文件。这些都是有效的。数据分析采用描述性分析得出结论。这项研究发现，伊斯兰教育可以通过优先考虑批判性和创新思维来适应社会5.0的新时代。其次，伊斯兰教育必须确保提供可靠和称职的人力资源，以加强学生，特别是教师和教育人员的思想和道德。Pendidikan Islam dihadapkan pada tantanangan perubahan zaman yang sangat cepat, belumusai bergulinya时代工业4.0,perkembangan peradaban dunisuda dumungugudenan时代社会5.0,penelitian ini menjelaskan tantanangan perbahan zaman tersebut bagi dunian Pendidikan Islam diantaranya adalah aqidah danakhlak yang harus disiapkan memasuki dalam era baru itu。Dua hal to sebagai pedoman yang perlu disisapkan terutama bagi pelanjut -anak sebagai pelanjut generasguna membentengi diri mereka dari araris globisan yang tidak sesuai dengan ajaran Islam。[j] . Penelitian ini merupakan Penelitian kuititan pendekatan规范性etika moral dan menggunakan sumer - sumk - sumk under seperti buku，期刊，可兰经，dokumen lainnya yang diyakini keabsahannya。分析数据孟guanakan分析数据格式:孟guanakan，孟guanakan，孟guanakan，孟guanakan。Penelitian ini menemukan bahwa pendidikan伊斯兰教dinilai mampu untuk beradapttasi dengan时代baru社会5.0 dengan mengedepankan卡拉berfikir kritis dan创新。伊斯兰教的企鹅，企鹅，企鹅，企鹅，企鹅，企鹅，企鹅，企鹅。
{"title":"Islamic Education as a Strengthening of Aqidah and Akhlaq in The Society 5.0 Era","authors":"Adi Kasman, M. Ikhwan, Darlis Aziz","doi":"10.21154/cendekia.v20i2.4962","DOIUrl":"https://doi.org/10.21154/cendekia.v20i2.4962","url":null,"abstract":"With the rapid times, Islamic education faces many challenges. The industrial era 4.0 and society 5.0 has shifted the development of world civilization. This research investigates the challenges of a shifting era for Islamic education. It includes aqidah and akhlaq, which must be prepared to enter the new era. These two things are guidelines that need to be prepared, especially for children as a generational advocates to fortify themselves from the currents of globalization that are not following the teachings of Islam. This research employed qualitative research with a normative approach. It used secondary sources such as books, journals, newspapers, and other documents. Those were valid. Data analysis used descriptive analysis to draw conclusions. This study found that Islamic education can adapt to the new era of society 5.0 by prioritizing critical and innovative thinking. Next, Islamic education must ensure the availability of reliable and competent human resources to strengthen the aqidah and morals of students, especially teachers and education staff. Pendidikan Islam dihadapkan pada tantangan perubahan zaman yang sangat cepat, belum usai bergulirnya era industri 4.0, perkembangan peradaban dunia sudah ditunggu dengan era society 5.0, penelitian ini menjelaskan tantangan perbahan zaman tersebut bagi dunia pendidikan Islam diantaranya adalah aqidah dan akhlak yang harus disiapkan memasuki dalam era baru itu. Dua hal itu sebagai pedoman yang perlu disiapkan terutama bagi anak-anak sebagai pelanjut generasi guna membentengi diri mereka dari arus globalisasi yang tidak sesuai dengan ajaran Islam. Penelitian ini merupakan penelitian kualitatif dengan pendekatan normative etika moral dan menggunakan sumber-sumber sekunder seperti buku, jurnal, koran dan dokumen lainnya yang diyakini keabsahannya. Analisis data mengguanakan analisis deskriptif hingga sampai pada kesimpulan-kesimpulan yang memadai. Penelitian ini menemukan bahwa pendidikan Islam dinilai mampu untuk beradaptasi dengan era baru society 5.0 dengan mengedepankan cara berfikir kritis dan inovatif. Selanjutnya, pendidikan Islam harus menjamin tersedianya sumberdaya manusia yang handal dan kompeten guna penguatan aqidah dan akhlak murid- murid terutama guru dan tenaga kependidikan.","PeriodicalId":165060,"journal":{"name":"Cendekia: Jurnal Kependidikan dan Kemasyarakatan","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115937438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.21154/cendekia.v20i2.4960
M. Ghafar, A. Zarkasyi, Faisol Mahmud Adam
This study aims to determine the openness to experience and knowledge sharing on certified teacher learning innovations in Banyuwangi. This research was non-experimental quantitative research with a survey design. A total of 110 public and private Madrasah Aliyah teachers in Banyuwangi selected by purposive sampling participated in this survey research. The collected data were then analyzed using the WARP PLS 7.0 application and the IBM Statistical Package for Social Science (SPSS) version 23. Using WARP PLS 7.0 found that: 1) openness to experience affected knowledge sharing by 77 and 3%2) openness to experience affected the innovative learning model by 48.0%. 3) knowledge sharing affects the innovative learning model by 40.6%. 4) openness to experience the innovation learning model through knowledge sharing is 13.5. It shows that openness to experience in the form of ideas through the desire to be creative with the ideas and ideas that teachers have in various madrasa activities has an impact on the active attitude of teachers in writing books, articles, or research to share their knowledge with other teacher colleagues so that teachers have habituation which is indicated by learning patterns that are developed more effectively and efficiently.
{"title":"Impacts of Openness to Experience on Learning Innovation Model The Moderating Effect of Teacher Knowledge-Sharing","authors":"M. Ghafar, A. Zarkasyi, Faisol Mahmud Adam","doi":"10.21154/cendekia.v20i2.4960","DOIUrl":"https://doi.org/10.21154/cendekia.v20i2.4960","url":null,"abstract":"This study aims to determine the openness to experience and knowledge sharing on certified teacher learning innovations in Banyuwangi. This research was non-experimental quantitative research with a survey design. A total of 110 public and private Madrasah Aliyah teachers in Banyuwangi selected by purposive sampling participated in this survey research. The collected data were then analyzed using the WARP PLS 7.0 application and the IBM Statistical Package for Social Science (SPSS) version 23. Using WARP PLS 7.0 found that: 1) openness to experience affected knowledge sharing by 77 and 3%2) openness to experience affected the innovative learning model by 48.0%. 3) knowledge sharing affects the innovative learning model by 40.6%. 4) openness to experience the innovation learning model through knowledge sharing is 13.5. It shows that openness to experience in the form of ideas through the desire to be creative with the ideas and ideas that teachers have in various madrasa activities has an impact on the active attitude of teachers in writing books, articles, or research to share their knowledge with other teacher colleagues so that teachers have habituation which is indicated by learning patterns that are developed more effectively and efficiently. ","PeriodicalId":165060,"journal":{"name":"Cendekia: Jurnal Kependidikan dan Kemasyarakatan","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130901217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.21154/cendekia.v20i2.3963
Asri Karolina, N. Khodijah, Zuhdiyah Zuhdiyah, Aini Syahira Jamaluddin
This study aims to develop learning outcome-based Islamic education materials in a module for the Islamic education department at IAIN Curup. This study employed a Research and Development method. The data were collected using questionnaires, interviews, observations, and documentation. The data were analyzed in both quantitative and qualitative ways. The analysis of quantitative data deployed percentage formulas, and the qualitative data analysis rested upon an interactive model comprised of data reduction, data display, and conclusion drawing. This study revealed that 89% of lecturers and 94.47% of students perceived that the existing Islamic education materials were less or not appropriate. In addition, all of them perceived those new materials were needed. The subsequent focused group discussion called for the urgency of developing learning outcome-based Islamic education materials in the form of a module. Such a module was further developed. The design consisted of three chapters titled the definition of Islamic Education and Sources of Islamic Education, Islamic Education Curriculum Itself, and Students. The module had 62 pages for the contents and 3 for the bibliography, totaling 65 pages. After being validated by four experts, the module was considered worthy, with a few revisions suggested. The learning outcome-based Islamic education materials are efficient based on the results of practicality tests on one-for-one evaluation (then the second revision) and small group evaluation. Students' critical thinking ability is included in the very high category of test results at intervals of 80-99.
{"title":"The Development of Learning Outcome-Based Islamic Education Materials to Improve The Students Critical Thinking","authors":"Asri Karolina, N. Khodijah, Zuhdiyah Zuhdiyah, Aini Syahira Jamaluddin","doi":"10.21154/cendekia.v20i2.3963","DOIUrl":"https://doi.org/10.21154/cendekia.v20i2.3963","url":null,"abstract":"This study aims to develop learning outcome-based Islamic education materials in a module for the Islamic education department at IAIN Curup. This study employed a Research and Development method. The data were collected using questionnaires, interviews, observations, and documentation. The data were analyzed in both quantitative and qualitative ways. The analysis of quantitative data deployed percentage formulas, and the qualitative data analysis rested upon an interactive model comprised of data reduction, data display, and conclusion drawing. This study revealed that 89% of lecturers and 94.47% of students perceived that the existing Islamic education materials were less or not appropriate. In addition, all of them perceived those new materials were needed. The subsequent focused group discussion called for the urgency of developing learning outcome-based Islamic education materials in the form of a module. Such a module was further developed. The design consisted of three chapters titled the definition of Islamic Education and Sources of Islamic Education, Islamic Education Curriculum Itself, and Students. The module had 62 pages for the contents and 3 for the bibliography, totaling 65 pages. After being validated by four experts, the module was considered worthy, with a few revisions suggested. The learning outcome-based Islamic education materials are efficient based on the results of practicality tests on one-for-one evaluation (then the second revision) and small group evaluation. Students' critical thinking ability is included in the very high category of test results at intervals of 80-99. ","PeriodicalId":165060,"journal":{"name":"Cendekia: Jurnal Kependidikan dan Kemasyarakatan","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124512195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.21154/cendekia.v20i2.4586
Wasehudin Wasehudin, Kharisul Wathoni, Razali Hassan, Irfan Anshori, Muhammad Faisal Akbar
This research aims to learn multigrade teaching techniques to strengthen students' character values. Research methods include descriptive research through a qualitative approach. Researchers collect data through interviews, observation, and documentation. Qualitative data analysis is the collection, simplification, presentation of data, and conclusion. The results of this study describe that multi-grade teaching is closely related to strengthening the character values of post-face-to-face learning students. The process includes combining several grade levels with a maximum number of 25 students and then being given material by one teacher who emphasizes the learning process for students. The technique provides opportunities for students to improve the character values they have obtained. This technique encourages students to grow in learning effectively and efficiently and strengthens the character of students after the last 2 years, and students rarely meet with teachers. Some of the values obtained through multi-grade teaching: are independence, ethics, and cohesiveness.
{"title":"Using Multi-Grade Teaching in Strengthening Students' Character Post-FTF Learning","authors":"Wasehudin Wasehudin, Kharisul Wathoni, Razali Hassan, Irfan Anshori, Muhammad Faisal Akbar","doi":"10.21154/cendekia.v20i2.4586","DOIUrl":"https://doi.org/10.21154/cendekia.v20i2.4586","url":null,"abstract":"This research aims to learn multigrade teaching techniques to strengthen students' character values. Research methods include descriptive research through a qualitative approach. Researchers collect data through interviews, observation, and documentation. Qualitative data analysis is the collection, simplification, presentation of data, and conclusion. The results of this study describe that multi-grade teaching is closely related to strengthening the character values of post-face-to-face learning students. The process includes combining several grade levels with a maximum number of 25 students and then being given material by one teacher who emphasizes the learning process for students. The technique provides opportunities for students to improve the character values they have obtained. This technique encourages students to grow in learning effectively and efficiently and strengthens the character of students after the last 2 years, and students rarely meet with teachers. Some of the values obtained through multi-grade teaching: are independence, ethics, and cohesiveness. ","PeriodicalId":165060,"journal":{"name":"Cendekia: Jurnal Kependidikan dan Kemasyarakatan","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126246289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.21154/cendekia.v20i2.4840
C. Chotimah, Ahmad Tanzeh, Syahril Siddiq
Academic culture is a norm of thought, attitude, and behavior that becomes a reference for all university academics. Islamic Religious Colleges through Ma'had al-Jami'ah serve as gatekeepers of tafaquh fi al-din in the smiling Islam. It maintains the pillars of character building, moderation, tolerance, local wisdom, anti-violence, and commitment to the nation. It is not the exclusivism of Islam, even the extremist. Building an academic-religious culture based on religious moderation is essential to prevent extremism by strengthening religious practices based on the essence of religious teachings. Through this qualitative method, this paper explores data related to the pattern of religious-academic development based on religious moderation, forms of supporting activities for academic-religious culture, and the contribution of Ma'had al-Jami'ah in building an academic-religious culture based on religious moderation. This paper contributes to an academic-religious development model based on religious moderation in higher education. Budaya akademik merupakan norma pemikiran, sikap, dan perilaku yang menjadi acuan bagi seluruh sivitas akademika perguruan tinggi. Perguruan Tinggi Agama Islam melalui Ma'had al-Jami'ah berfungsi sebagai penjaga gerbang tafaquh fi al-din dalam konteks Islam yang ramah (the smilling Islam), mempertahankan pilar pembentukan karakter, moderat, menekankan aspek toleransi, kearifan lokal, anti-kekerasan, dan komitmen terhadap bangsa, bukan sebaliknya, Islam yang eksklusif bahkan cenderung ekstrim. Tulisan ini menggali data terkait pola pengembangan akademik keagamaan berbasis moderasi keagamaan, bentuk-bentuk kegiatan pendukung budaya akademik keagamaan, dan kontribusi Ma'had al-Jami'ah dalam membangun budaya akademik keagamaanberdasarkan moderasi agama. Tulisan ini menggunakan penelitian kualitatif. Tulisan ini berkontribusi pada model pengembangan akademik-keagamaan berbasis moderasi beragama di perguruan tinggi. Hal Membangun budaya akademik-keagamaan berbasis moderasi beragama penting untuk mencegah ekstremisme dengan memperkuat praktik keagamaan berdasarkan esensi ajaran agama.
学术文化是一种思想、态度和行为的规范，成为所有大学学术的参考。伊斯兰宗教学院通过Ma'had al-Jami'ah在微笑的伊斯兰教中充当着tafaquh fi -din的守门人。它保持了品格建设、节制、宽容、地方智慧、反暴力和对国家的承诺等支柱。这不是伊斯兰的排外主义，甚至不是极端主义。建设以宗教节制为基础的学术宗教文化，是加强以宗教教义精髓为基础的宗教实践，防止极端主义的必要条件。通过这种定性的方法，本文探讨了以宗教节制为基础的宗教-学术发展模式、学术-宗教文化支持活动的形式，以及玛哈德·贾米哈在建立以宗教节制为基础的学术-宗教文化方面的贡献。本文提出了一种基于宗教节制的高等教育学术-宗教发展模式。Budaya akademik merupakan norma pemikiran, sikap, dan perperaku, yang, menjadi, acan bagi, selururi, sivitas, akademik perguran tinggi。Perguruan Tinggi Agama Islam melalui Ma'had al-Jami'ah berfungsi sebagai penjaga gerbang tafaquh fi al-din dalam konteks Islam yang ramah(微笑的伊斯兰)，member pertatahankan pilar pembentukan karakter，温和派，menekankan说话宽容，kearifan local，反kekerasan, dan komitmen terhadap bangsa, bukan sebaliknya, Islam yang eksklusif bahkan cenderung ekstrim。不丹不丹不丹不丹不丹不丹不丹不丹不丹不丹不丹不丹不丹不丹不丹不丹不丹不丹不丹不丹不丹不丹不丹不丹不丹不丹不丹不丹不丹不丹图里萨尼·蒙古纳坎·佩利特的质量。在中国，社会主义是社会主义的典范，是社会主义的典范，是现代社会主义的基础。halbanguan budaya akademik-keagamaan berberi - moderasi beragaama，并在此基础上建立了现代化的beragaama，并在此基础上建立了现代化的beragaama。
{"title":"Building Academic-Religious Culture Based on Religious Moderation","authors":"C. Chotimah, Ahmad Tanzeh, Syahril Siddiq","doi":"10.21154/cendekia.v20i2.4840","DOIUrl":"https://doi.org/10.21154/cendekia.v20i2.4840","url":null,"abstract":"Academic culture is a norm of thought, attitude, and behavior that becomes a reference for all university academics. Islamic Religious Colleges through Ma'had al-Jami'ah serve as gatekeepers of tafaquh fi al-din in the smiling Islam. It maintains the pillars of character building, moderation, tolerance, local wisdom, anti-violence, and commitment to the nation. It is not the exclusivism of Islam, even the extremist. Building an academic-religious culture based on religious moderation is essential to prevent extremism by strengthening religious practices based on the essence of religious teachings. Through this qualitative method, this paper explores data related to the pattern of religious-academic development based on religious moderation, forms of supporting activities for academic-religious culture, and the contribution of Ma'had al-Jami'ah in building an academic-religious culture based on religious moderation. This paper contributes to an academic-religious development model based on religious moderation in higher education. Budaya akademik merupakan norma pemikiran, sikap, dan perilaku yang menjadi acuan bagi seluruh sivitas akademika perguruan tinggi. Perguruan Tinggi Agama Islam melalui Ma'had al-Jami'ah berfungsi sebagai penjaga gerbang tafaquh fi al-din dalam konteks Islam yang ramah (the smilling Islam), mempertahankan pilar pembentukan karakter, moderat, menekankan aspek toleransi, kearifan lokal, anti-kekerasan, dan komitmen terhadap bangsa, bukan sebaliknya, Islam yang eksklusif bahkan cenderung ekstrim. Tulisan ini menggali data terkait pola pengembangan akademik keagamaan berbasis moderasi keagamaan, bentuk-bentuk kegiatan pendukung budaya akademik keagamaan, dan kontribusi Ma'had al-Jami'ah dalam membangun budaya akademik keagamaanberdasarkan moderasi agama. Tulisan ini menggunakan penelitian kualitatif. Tulisan ini berkontribusi pada model pengembangan akademik-keagamaan berbasis moderasi beragama di perguruan tinggi. Hal Membangun budaya akademik-keagamaan berbasis moderasi beragama penting untuk mencegah ekstremisme dengan memperkuat praktik keagamaan berdasarkan esensi ajaran agama.","PeriodicalId":165060,"journal":{"name":"Cendekia: Jurnal Kependidikan dan Kemasyarakatan","volume":"1054 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123150300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.21154/cendekia.v20i2.4872
Azam Syukur Rahmatullah, Fitriah M. Suud, N. Azis
This study investigates bullying done by santri (Islamic boarding school students), which happens in any Islamic boarding school, whether large or small, majority or minority, salafiyah or khalafiyah Islamic boarding schools. As happened in the minority Islamic boarding school in Tana Toraja, South Sulawesi, there are indications of bullying by fellow santri. However, the levels in each Islamic boarding school are different. Hence, this study used an ethnomethodological approach to observing individual behavior by taking conscious actions, how they acted, or how they learned in taking these actions. The data were collected through an in-depth interview with the research respondents. Data description and interpretation were carried out since the data collection earlier using the ethnomethodological approach. It did not wait for the data to accumulate a lot. The study results showed that although Islamic boarding school was a minority, it was not necessarily free from the behavior of santri who were bullying other santri. Santri, who did the bullying, resulted from the parents’ formation and unfriendly upbringing while at home, negatively impacting other santri. Meanwhile, the healing of bullying conducted by the Islamic boarding school focused on healing the soul and heart by strengthening the spiritual aspect so that there is a unification of feelings between santri and God. Penelitian ini mengkaji tentang perilaku bullying yang dilakukan oleh santri, yang ternyata tidak memandang pesantren manapun. Baik pesantren besar atau kecil, pesantren mayoritas atau minoritas, pesantren salafiyah atau khalafiyah. Sebagaimana di Pesantren Minoritas Tanah Toraja Sulawesi Selatan pun tidak lepas dari indikasi perilaku bullying oleh sesama santri, meski kadarnya masing-masing persantren berbeda-beda. Penelitian ini menggunakan pendekatan etnometodologi yang mengamati perilaku individu dengan mengambil tindakan yang disadari, cara pengambil tindakannya, atau cara pula cara mereka belajar, dalam mengambil tindakan tersebut. Metode pengumpulan data adalah dengan teknik wawancara mendalam kepada para respoden penelitian. Pendekatan etnometodologi deskripsi dan penafsiran data dilakukan sejak pengumpulan data pertama, dan tidak menunggu data menumpuk banyak. Hasil penelitian menyatakan bahwa meskipun pesantren minoritas, tidak serta merta terbebas dari perilaku santri yang bullying terhadap santri lainnya. Santri yang bullying adalah hasil dari bentukan dan pengasuhan orang tua selama di rumah yang tidak ramah, yang berakibat memberikan dampak buruk bagi santri lainnya. Adapun penyehatan perilaku yang dilakukan oleh pihak pesantren berfokus pada penyehatan jiwa dan hati, dengan menguatkan aspek spiritual, sehingga adanya penyatuan rasa antara santri dengan ilahi.
这项研究调查了santri(伊斯兰寄宿学校学生)的欺凌行为，这种行为发生在任何伊斯兰寄宿学校，无论大小，多数或少数，萨拉菲亚或哈拉菲亚伊斯兰寄宿学校。正如发生在南苏拉威西塔纳托拉加(Tana Toraja)一所少数民族伊斯兰寄宿学校的情况一样，有迹象表明，那里的僧众受到了欺凌。然而，每个伊斯兰寄宿学校的水平是不同的。因此，本研究使用了一种民族方法学方法，通过采取有意识的行动来观察个人行为，他们是如何行动的，或者他们是如何在采取这些行动中学习的。数据是通过对调查对象的深度访谈收集的。数据描述和解释是在早期使用民族方法学方法收集数据后进行的。它没有等到数据积累了很多。研究结果表明，虽然伊斯兰寄宿学校是少数，但不一定没有僧院欺凌其他僧院的行为。施暴的桑特里是由于父母在家中的不友好教养，对其他桑特里产生了负面影响。与此同时，伊斯兰寄宿学校对欺凌的治疗侧重于通过加强精神方面来治愈灵魂和心灵，从而使圣人和上帝之间的感情统一。Penelitian ini mengkaji tentenperaku欺负yang dilakukan oleh santri, yang ternyata tidak memandang pesantren manapun。Baik代表besar为keecil，代表mayoritas为少数民族，代表salafiyah为khalafiyah。在苏拉威西省，少数民族自治团体的少数民族自治团体的少数民族自治团体的少数民族自治团体的少数民族自治团体的少数民族自治团体的少数民族自治团体的少数民族自治团体的少数民族自治团体。Penelitian ini mongunakan pendekatan etonomtodologi yang mengamati peraku, dengan mengambil tindakan yang disadari, cara pengambil tindakannya, atau cara pula cara mereka belajar, dalam mengambil tindakan tersebut。方法人口统计数据，数据来源，数据来源，数据来源，数据来源，数据来源。Pendekatan气象气象学研究，但penafsian数据，dilakukan sejak企鹅数据，perama，但tidak menunguu数据，menumpuk banyak。Hasil penelitian menyatakan bahwa meskipun代表少数民族，tidak serta merta terbehas dari peraku santri yang欺凌terhadap santri lainnya。桑特里杨欺侮adalah hasil dari bentukan dan pengasuhan orang tua selama di rumah yang tidak ramah, yang berakibat memberikan dampak buruk bagi san特里lainnya。Adapun penyehatan peraku yang dilakukan oleh pihak pesantren berfus padpadpenyehatan jiwa danhati, dengan menguatkan讲精神，seingga adanya penyehatan rasa antara santri dengan ilahi。
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Pub Date : 2022-12-01DOI: 10.21154/cendekia.v20i2.4892
Siti Rohmaturrosyidah Ratnawati
This study aims to explore the Islamic education programs for children with special needs and their implementation in nonformal institutions. The setting of this study was one of the orphanages in Ponorogo. It was Panti Asuhan Tunanetra Terpadu ‘Aisyiyah Ponorogo. This study used a qualitative research approach. It was a case study research. The data were collected through interviews, observation, and documentation techniques. This study revealed that the Islamic education programs at this nonformal institution were divided into two categories. They were academic and non-academic education programs. The programs at this orphanage employed an inclusive approach by involving regular and special needs students in an education scope. It showed that the institution has tried to present an inclusive and friendly Islamic education milieu for children with special needs to fulfill their right to obtain a good education in religion and skill. Hence, they have equal opportunities to develop all their potential.
{"title":"Islamic Education for Children with Special Needs in an Inclusive Nonformal Education Setting","authors":"Siti Rohmaturrosyidah Ratnawati","doi":"10.21154/cendekia.v20i2.4892","DOIUrl":"https://doi.org/10.21154/cendekia.v20i2.4892","url":null,"abstract":"This study aims to explore the Islamic education programs for children with special needs and their implementation in nonformal institutions. The setting of this study was one of the orphanages in Ponorogo. It was Panti Asuhan Tunanetra Terpadu ‘Aisyiyah Ponorogo. This study used a qualitative research approach. It was a case study research. The data were collected through interviews, observation, and documentation techniques. This study revealed that the Islamic education programs at this nonformal institution were divided into two categories. They were academic and non-academic education programs. The programs at this orphanage employed an inclusive approach by involving regular and special needs students in an education scope. It showed that the institution has tried to present an inclusive and friendly Islamic education milieu for children with special needs to fulfill their right to obtain a good education in religion and skill. Hence, they have equal opportunities to develop all their potential. ","PeriodicalId":165060,"journal":{"name":"Cendekia: Jurnal Kependidikan dan Kemasyarakatan","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129612198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.21154/cendekia.v20i2.3817
M. Chamami, Nasikhin Nasikhin, Ahmad Saefudin
This study aims to develop and determine the impact of using augmented reality as an anti-corruption educational medium based on the development of Islamic educational materials. The data processing used to research and development methods ADDIE model using a validity test and measurements of N-Gain scores. Three junior high schools with different environmental characteristics participated in the study. The findings first indicate that the development of augmented reality for the field of anti-corruption education can be adapted to the essential competencies of Islamic Religious Education subjects with the themes of honesty, trustworthiness, and istiqomah. Second, there was an increase in the cognitive domain, as indicated by the anti-corruption education values for SMP N 02 Bawang students by 79.5%; SMP N 01 Subah students by 79%; and SMP N 01 Batang students by 80.44%. On the N-Gain scale, all three achievements are considered effective. This research has implications for demonstrating that the application of augmented reality can effectively improve cognitive ability in anti-corruption education based on the development of Islamic educational materials. We recommend that these findings be used as a basis for determining anti-corruption education policies in Indonesia
{"title":"Development of Augmented Reality in Islamic Religious Education as an Anti-Corruption Learning Medium","authors":"M. Chamami, Nasikhin Nasikhin, Ahmad Saefudin","doi":"10.21154/cendekia.v20i2.3817","DOIUrl":"https://doi.org/10.21154/cendekia.v20i2.3817","url":null,"abstract":"This study aims to develop and determine the impact of using augmented reality as an anti-corruption educational medium based on the development of Islamic educational materials. The data processing used to research and development methods ADDIE model using a validity test and measurements of N-Gain scores. Three junior high schools with different environmental characteristics participated in the study. The findings first indicate that the development of augmented reality for the field of anti-corruption education can be adapted to the essential competencies of Islamic Religious Education subjects with the themes of honesty, trustworthiness, and istiqomah. Second, there was an increase in the cognitive domain, as indicated by the anti-corruption education values for SMP N 02 Bawang students by 79.5%; SMP N 01 Subah students by 79%; and SMP N 01 Batang students by 80.44%. On the N-Gain scale, all three achievements are considered effective. This research has implications for demonstrating that the application of augmented reality can effectively improve cognitive ability in anti-corruption education based on the development of Islamic educational materials. We recommend that these findings be used as a basis for determining anti-corruption education policies in Indonesia ","PeriodicalId":165060,"journal":{"name":"Cendekia: Jurnal Kependidikan dan Kemasyarakatan","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127313656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.21154/cendekia.v20i2.4932
M. Sholehuddin, Wael Ali Muhammad Sayid, Abdul Basit Amin, Rofiqotul Aini, Miftah Mucharomah
This research aims to analyze the education evaluation of the Tahfizul Quran program's planning, implementation, and evaluation using the Stake model perspective in MBS Al-Hidayah Wonopringgo Pekalongan. This study also aims to analyze the obstacles in implementing the program. This research will provide academic contributions to evaluating the Tahfizul Quran program, especially in the MBS Al-Hidayah Wonopringgo Pekalongan. This qualitative study used a field research approach. The data were collected using observation, interview, and documentation techniques. They were analyzed using the Stake model, including contingency and congruence. The results of this research were (1) the planning evaluation of the program was well prepared; (2) The implementation of program evaluation according to the stage of the Stake model: inputs (antecedent), form asatiż/asatiżah met the criteria of the Tahfiẓul Quran graduate school and boarding school. In contrast, the criteria of a graduate’s Bachelor had not been fulfilled. The santri have not fully fulfilled the criteria to read the Qur'an. Aspects of the curriculum already meet the criteria of the Tahfiẓul Quran program but lack the allocation of study time. The process of learning (transaction) was implemented according to the plan. The result of learning outcomes reached the target of each class. (3) Evaluation of the program was conducted routinely at the end of the semester.
{"title":"The Educational Evaluation of Tahfizul Quran Program in Boarding School: Stake Model Perspective","authors":"M. Sholehuddin, Wael Ali Muhammad Sayid, Abdul Basit Amin, Rofiqotul Aini, Miftah Mucharomah","doi":"10.21154/cendekia.v20i2.4932","DOIUrl":"https://doi.org/10.21154/cendekia.v20i2.4932","url":null,"abstract":"This research aims to analyze the education evaluation of the Tahfizul Quran program's planning, implementation, and evaluation using the Stake model perspective in MBS Al-Hidayah Wonopringgo Pekalongan. This study also aims to analyze the obstacles in implementing the program. This research will provide academic contributions to evaluating the Tahfizul Quran program, especially in the MBS Al-Hidayah Wonopringgo Pekalongan. This qualitative study used a field research approach. The data were collected using observation, interview, and documentation techniques. They were analyzed using the Stake model, including contingency and congruence. The results of this research were (1) the planning evaluation of the program was well prepared; (2) The implementation of program evaluation according to the stage of the Stake model: inputs (antecedent), form asatiż/asatiżah met the criteria of the Tahfiẓul Quran graduate school and boarding school. In contrast, the criteria of a graduate’s Bachelor had not been fulfilled. The santri have not fully fulfilled the criteria to read the Qur'an. Aspects of the curriculum already meet the criteria of the Tahfiẓul Quran program but lack the allocation of study time. The process of learning (transaction) was implemented according to the plan. The result of learning outcomes reached the target of each class. (3) Evaluation of the program was conducted routinely at the end of the semester.","PeriodicalId":165060,"journal":{"name":"Cendekia: Jurnal Kependidikan dan Kemasyarakatan","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128024845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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