The more autonomous the more creative. This article refutes Hasbullah's opinion that the management of Madrasas is not autonomous because it is under the centralized Ministry of Religion (Kemenag). Hasbullah said that it was very dilemmatic, Madrasas could not develop because in the budget structure in the area of Islamic education institutions were not included in the local government budget (APBD) otherwise the ministry of religion did not have an adequate budgeting structure to finance all educational institutions under its guidance. Instead of Madrasas being marginalized institutions at the local level, madrasas are the concern of several local governments committed to helping, especially the implement. Keyword : Madrasah Diniyah Takmiliyah, Educational Policy, Islamic educational institutions Abstrak Semakin otonom semakin kreatif. Artikel ini membantah pendapat Hasbullah yang mengemukakan pengelolaan Madrasah yang tidak diotonomkan sebab di bawah Kementerian Agama (Kemenag) yang masih sentralisasi. Hasbullah mengatakan sangat dilematis, Madrasah tidak dapat berkembang karena dalam struktur anggaran di daearah lembaga pendidikan Islam tidak masuk di APBD (anggaran pemerintah daerah) sebaliknya kementerian agama tidak punya struktur penganggaran yang memadai untuk membiayai seluruh lembaga pendidikan yang berada di bawah binaannya. Alih-alih Madrasah menjadi lembaga yang termarginalisasi di tingkat daerah, madrasah menjadi perhatian beberapa pemerintah daerah berkomitmen membantu, terutama penyelenggaraan MDT sebagaimana yang kemukakan oleh Juju Saepudin, Amin Thaib BR, Abdul Basid, Nursalamah Siagian, dan Neneng Habibah.
越自主越有创造力。这篇文章驳斥了Hasbullah的观点，即伊斯兰学校的管理不是自治的，因为它是在中央的宗教部(Kemenag)之下。Hasbullah说，这是非常两难的，伊斯兰学校无法发展，因为在伊斯兰教育机构领域的预算结构中没有包括在地方政府预算(APBD)中，否则宗教部没有足够的预算结构来资助其指导下的所有教育机构。在地方一级，伊斯兰学校不是被边缘化的机构，相反，伊斯兰学校受到了一些地方政府的关注，这些政府致力于帮助这些学校，特别是实施这些学校。关键词:伊斯兰学校;教育政策;伊斯兰教育机构;Artikel ini membantah pendapat Hasbullah yang mengemukakan pengelolaan Madrasah yang tidak diotonomkan sebab di bawah Kementerian Agama (Kemenag) yang masih centralisasi。伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教，伊斯兰教。Alih-alih Madrasah menjadi lembaga yang termarginalisasi di tingkat daerah, Madrasah menjadi perhatian bemerinah berkomitmen membantu, terutama penyelenggaraan MDT sebagaimana yang kemukakan oleh Juju Saepudin, Amin thai BR, Abdul Basid, Nursalamah Siagian, dan neeneng Habibah。
{"title":"Kebijakan Tentang Pengembangan Lembaga Pendidikan Islam Non-Formal: Madrasah Diniyah Takmiliyah (MDT) Tahun 2011-2015","authors":"Noblana Adib","doi":"10.32923/kjmp.v2i1.980","DOIUrl":"https://doi.org/10.32923/kjmp.v2i1.980","url":null,"abstract":"The more autonomous the more creative. This article refutes Hasbullah's opinion that the management of Madrasas is not autonomous because it is under the centralized Ministry of Religion (Kemenag). Hasbullah said that it was very dilemmatic, Madrasas could not develop because in the budget structure in the area of Islamic education institutions were not included in the local government budget (APBD) otherwise the ministry of religion did not have an adequate budgeting structure to finance all educational institutions under its guidance. Instead of Madrasas being marginalized institutions at the local level, madrasas are the concern of several local governments committed to helping, especially the implement. \u0000 \u0000Keyword : Madrasah Diniyah Takmiliyah, Educational Policy, Islamic educational institutions \u0000 \u0000Abstrak \u0000Semakin otonom semakin kreatif. Artikel ini membantah pendapat Hasbullah yang mengemukakan pengelolaan Madrasah yang tidak diotonomkan sebab di bawah Kementerian Agama (Kemenag) yang masih sentralisasi. Hasbullah mengatakan sangat dilematis, Madrasah tidak dapat berkembang karena dalam struktur anggaran di daearah lembaga pendidikan Islam tidak masuk di APBD (anggaran pemerintah daerah) sebaliknya kementerian agama tidak punya struktur penganggaran yang memadai untuk membiayai seluruh lembaga pendidikan yang berada di bawah binaannya. Alih-alih Madrasah menjadi lembaga yang termarginalisasi di tingkat daerah, madrasah menjadi perhatian beberapa pemerintah daerah berkomitmen membantu, terutama penyelenggaraan MDT sebagaimana yang kemukakan oleh Juju Saepudin, Amin Thaib BR, Abdul Basid, Nursalamah Siagian, dan Neneng Habibah.","PeriodicalId":186293,"journal":{"name":"SUSTAINABLE: Jurnal Kajian Mutu Pendidikan","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133375062","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}
The government continues to improve the education sector with various steps, one of which is by making regular curriculum improvements, such as the change from the level of education to the 2013 curriculum. Changes in the curriculum to 2013 curriculum, among others, to meet the golden generation of Indonesia. If changes are made, it is hoped that the young generation in the future will be able to realize the ideals of Indonesian education. with the low quality of education of the population, it will also affect the low competitiveness of the workforce of the Bangka Belitung Islands Province in the labor market both the labor market in this area itself and the labor market outside the region. Related to the education quality map in the province of Kep. Bangka Belitung as Strengthening HR to be able to oversee the implementation of PMP is still very much needed, especially for the development of the capacity of local facilitators to improve the quality of the learning process. Mapping the quality of education must be maintained in order to improve the quality of schools from time to time.Keywords: Populist, Quality, Education Abstrak Pemerintah secara terus-menerus membenahi sektor pendidikan dengan berbagai langkah, salah satunya adalah dengan melakukan perbaikan kurikulum secara berkala, seperti perubahan dari kurikulum tingkat satuan pendidikan menjadi kurikulum 2013. Perubahan kurikulum menjadi kurikulum 2013, antara lain dimaksudkan untuk menyongsong generasi emas Indonesia. Jika perubahan kurikulum ini dilakukan, maka diharapkan generasi muda di masa depan akan dapat mewujudkan cita-cita pendidikan bangsa Indonesia. dengan kualitas pendidikan penduduk yang rendah, akan menyebabkan juga rendahnya daya saing tenaga kerja Provinsi Kepulauan Bangka Belitung dalam pasar kerja baik pasar kerja di daerah ini sendiri maupun pasar kerja di luar daerah. Terkait Peta Mutu pendidikan di Provinsi Kep. Bangka Belitung bahwa Penguatan SDM untuk dapat mengawal implementasi PMP masih sangat dibutuhkan, terutama untuk pengembangan kemampuan fasilitator daerah untuk meningkatkan mutu proses pembelajaran. Pemetaan mutu pendidikan harus dijaga kontinuitasnya sehingga dapat dipelajari perubahan mutu sekolah dari waktu ke waktu.
政府继续采取各种措施改善教育部门，其中之一是定期改进课程，例如从教育水平到2013年课程的变化。课程变更到2013年课程等，以满足印尼黄金一代。如果做出改变，希望未来的年轻一代能够实现印尼教育的理想。由于人口的教育质量较低，这也将影响邦加勿里洞群岛省劳动力在劳动力市场上的低竞争力，无论是本地区的劳动力市场还是区域外的劳动力市场。与新疆省教育质量地图有关。加强人力资源，以便能够监督PMP的实施，这一点仍然非常必要，特别是在发展当地辅导员的能力以提高学习过程的质量方面。为了不时地改善学校的质素，必须保持教育质素的绘图。关键词:民粹主义、素质、教育摘要:《人民日报》、《人民日报》、《人民日报》、《人民日报》、《人民日报》、《人民日报》、《人民日报》、《人民日报》、《人民日报》、《人民日报》。Perubahan kurikulum menjadi kurikulum 2013, antara lain dimaksudkan untuk menyongsong generasi emas印度尼西亚。Jika perubahan kurikulum ini dilakukan, maka diharapkan generasi muda di masa depan akan dapat mewujudkan cita-cita pendidikan bangsa印度尼西亚。我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，我是说，Terkait Peta Mutu pendidikan di Provinsi keep。Bangka Belitung bahwa企鹅SDM untuk dapat mengawal实施PMP masih sangat dibutuhkan, terutama untuk pengembangan kemampuan fasilitator daerah untuk meningkatkan mutu proses penbelajan。佩梅塔安·穆图·彭迪迪坎·哈努斯·迪贾加·康努斯·迪贾加·康努斯·迪贾加·佩鲁巴汉·穆图·塞科拉·达里·瓦图·克瓦图。
{"title":"Analisis Kebijakan Populis dan Peta Mutu Pendidikan di Provinsi Kepulauan Bangka Belitung","authors":"Gustin Gustin","doi":"10.32923/KJMP.V2I1.984","DOIUrl":"https://doi.org/10.32923/KJMP.V2I1.984","url":null,"abstract":"The government continues to improve the education sector with various steps, one of which is by making regular curriculum improvements, such as the change from the level of education to the 2013 curriculum. Changes in the curriculum to 2013 curriculum, among others, to meet the golden generation of Indonesia. If changes are made, it is hoped that the young generation in the future will be able to realize the ideals of Indonesian education. with the low quality of education of the population, it will also affect the low competitiveness of the workforce of the Bangka Belitung Islands Province in the labor market both the labor market in this area itself and the labor market outside the region. Related to the education quality map in the province of Kep. Bangka Belitung as Strengthening HR to be able to oversee the implementation of PMP is still very much needed, especially for the development of the capacity of local facilitators to improve the quality of the learning process. Mapping the quality of education must be maintained in order to improve the quality of schools from time to time.Keywords: Populist, Quality, Education \u0000 Abstrak \u0000Pemerintah secara terus-menerus membenahi sektor pendidikan dengan berbagai langkah, salah satunya adalah dengan melakukan perbaikan kurikulum secara berkala, seperti perubahan dari kurikulum tingkat satuan pendidikan menjadi kurikulum 2013. Perubahan kurikulum menjadi kurikulum 2013, antara lain dimaksudkan untuk menyongsong generasi emas Indonesia. Jika perubahan kurikulum ini dilakukan, maka diharapkan generasi muda di masa depan akan dapat mewujudkan cita-cita pendidikan bangsa Indonesia. dengan kualitas pendidikan penduduk yang rendah, akan menyebabkan juga rendahnya daya saing tenaga kerja Provinsi Kepulauan Bangka Belitung dalam pasar kerja baik pasar kerja di daerah ini sendiri maupun pasar kerja di luar daerah. Terkait Peta Mutu pendidikan di Provinsi Kep. Bangka Belitung bahwa Penguatan SDM untuk dapat mengawal implementasi PMP masih sangat dibutuhkan, terutama untuk pengembangan kemampuan fasilitator daerah untuk meningkatkan mutu proses pembelajaran. Pemetaan mutu pendidikan harus dijaga kontinuitasnya sehingga dapat dipelajari perubahan mutu sekolah dari waktu ke waktu.","PeriodicalId":186293,"journal":{"name":"SUSTAINABLE: Jurnal Kajian Mutu Pendidikan","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116624414","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}
Abstract The principal has a strategic role in developing and intensifying teachers’ competencies, including sustainable professional development. The Principal is under an obligation to provide guidance, assistance, assessment and supervision to teachers related to the organization and development of pedagogical skills. An appointed principal with qualified supervisory skill in carrying out these duties is necessary to accomplish the guidance and supervision processes technically in well-balanced, stable and dynamic. Supervision responsibility can be actually carried out anytime and anywhere, but in an educational organization system, supervisors should be directly presented in controlling the continual direction and guidance for the development of teachers objectively. Sustainable professionalism development for professional teachers can be emphatically actualized by providing proper awards, teacher certification, education and training, provision of learning facilities, equal distribution of teaching and learning hours, and provision of incentives based on their duties and responsibilities. Endorsements of sustainable professionality development for professional teachers consist of self-development, scientific publications, and or innovative works. Every supervision result needs to be ceaselessly followed up with an ongoing evaluation in order to get a solution in achieving the improvement of teachers’ professionalism. Abstrak Kepala sekolah mempunyai peran strategis dalam upaya pengembangan dan peningkatan kompetensi guru, termasuk pengembangan keprofesian berkelanjutan. Kepala Sekolah bertugas memberikan bimbingan, bantuan, pengawasan dan penilaian kepada guru terkait dengan penyelenggaraan dan pengembangan pendidikan pengajaran. Kepala sekolah dalam melaksanakan tugasnya, dengan kompetensi supervisi dapat melakukan proses pembinaan dan pengawasan secara seimbang, stabil dan dinamis. Tugas supervisi sesungguhnya dapat dilaksanakan kapan saja dan di mana saja, tetapi dalam sistem organisasi pendidikan, supervisor perlu hadir secara langsung untuk memberi arahan dan pembinaan secara objektif. Upaya pengembangan keprofesian berkelanjutan bagi guru dapat dilakukan dalam bentuk penghargaan, sertifikasi guru, pendidikan dan pelatihan, penyediaan fasilitas pembelajaran, pemerataan jam pembelajaran, pemberian insentif sesuai beban tugas dan tanggungjawabnya. Penguatan pengembangan keprofesian berkelanjutan bagi guru, meliputi pengembangan diri, publikasi ilmiah, dan karya inovatif. Setiap hasil supervisi perlu ditindaklanjuti agar mendapatkan solusi dalam rangka peningkatan profesionalisme guru.
校长在发展和加强教师的能力，包括可持续的专业发展方面具有战略作用。校长有义务就教学技能的组织和发展向教师提供指导、协助、评估和监督。指定的校长必须具备执行这些职责的合格管理技能，才能在技术上平衡、稳定和动态地完成指导和监督过程。督导责任实际上可以随时随地进行，但在教育组织体系中，督导人员应该直接出现，客观地控制着对教师发展的持续导向和指导。通过提供适当的奖励、教师认证、教育培训、提供学习设施、公平分配教与学时间、根据教师的职责和责任提供激励等措施，重点实现专业教师专业精神的可持续发展。对专业教师可持续专业发展的认可包括自我发展、科学出版物和/或创新作品。每一次监督的结果都需要不断的跟进和持续的评估，从而找到提高教师专业素养的解决方案。【摘要】【摘要】【摘要】【概要】【概要】【概要】【概要】【概要】【概要】【概要】【概要】【概要】【概要】【概要】【概要】【概要】Kepala Sekolah bertugas成员，kan bimbingan, bantuan, pengawasan dan penilaian kepaada guru terkait dengan penyelenggaraan penembangan pendidikan pengajaran。Kepala sekolah dalam melaksanakan tugasnya, dengan kompetensi监督dapat melakukan提议pembinaan danpengawasan secara seimbang，稳定dandinamis。Tugas supervisor sesungguhnya dapat dilaksanakan kapan saja dan di mana saja, tetapi dalam系统organisasi pendidikan, supervisor perlu hadir secara langsung untuk成员arahan dan pembinaan secara对象。Upaya pengembangan keprofes berkelanjutan bagi guru dapat dilakukan dalam bentuk penghargaan, sertifikasi guru, pendidikan dan pelatihan, penyediaan fasilitas pembelajan, pendidikan jamjamajan, pemberian senentif sesuai beban tugas dan tanggungjawabnya。企鹅pengembangan ke专业人士berkelanjutan bagi guru, meliputi pengembangan diri, publiclikasi ilmiah, dan karya innovative。Setiap hasil supervisor i perlu ditindaklanjuti agar mendapatkan solusi dalam rangka peningkatan专业大师。
{"title":"Kompetensi supervisi kepala sekolah Dalam pengembangan keprofesian berkelanjutan","authors":"Muhammad Yusuf, Yusra Jamali","doi":"10.32923/kjmp.v2i1.979","DOIUrl":"https://doi.org/10.32923/kjmp.v2i1.979","url":null,"abstract":"Abstract \u0000 \u0000The principal has a strategic role in developing and intensifying teachers’ competencies, including sustainable professional development. The Principal is under an obligation to provide guidance, assistance, assessment and supervision to teachers related to the organization and development of pedagogical skills. An appointed principal with qualified supervisory skill in carrying out these duties is necessary to accomplish the guidance and supervision processes technically in well-balanced, stable and dynamic. Supervision responsibility can be actually carried out anytime and anywhere, but in an educational organization system, supervisors should be directly presented in controlling the continual direction and guidance for the development of teachers objectively. Sustainable professionalism development for professional teachers can be emphatically actualized by providing proper awards, teacher certification, education and training, provision of learning facilities, equal distribution of teaching and learning hours, and provision of incentives based on their duties and responsibilities. Endorsements of sustainable professionality development for professional teachers consist of self-development, scientific publications, and or innovative works. Every supervision result needs to be ceaselessly followed up with an ongoing evaluation in order to get a solution in achieving the improvement of teachers’ professionalism. \u0000 \u0000Abstrak \u0000 \u0000Kepala sekolah mempunyai peran strategis dalam upaya pengembangan dan peningkatan kompetensi guru, termasuk pengembangan keprofesian berkelanjutan. Kepala Sekolah bertugas memberikan bimbingan, bantuan, pengawasan dan penilaian kepada guru terkait dengan penyelenggaraan dan pengembangan pendidikan pengajaran. Kepala sekolah dalam melaksanakan tugasnya, dengan kompetensi supervisi dapat melakukan proses pembinaan dan pengawasan secara seimbang, stabil dan dinamis. Tugas supervisi sesungguhnya dapat dilaksanakan kapan saja dan di mana saja, tetapi dalam sistem organisasi pendidikan, supervisor perlu hadir secara langsung untuk memberi arahan dan pembinaan secara objektif. Upaya pengembangan keprofesian berkelanjutan bagi guru dapat dilakukan dalam bentuk penghargaan, sertifikasi guru, pendidikan dan pelatihan, penyediaan fasilitas pembelajaran, pemerataan jam pembelajaran, pemberian insentif sesuai beban tugas dan tanggungjawabnya. Penguatan pengembangan keprofesian berkelanjutan bagi guru, meliputi pengembangan diri, publikasi ilmiah, dan karya inovatif. Setiap hasil supervisi perlu ditindaklanjuti agar mendapatkan solusi dalam rangka peningkatan profesionalisme guru.","PeriodicalId":186293,"journal":{"name":"SUSTAINABLE: Jurnal Kajian Mutu Pendidikan","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122943384","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}
Memaknai kehadiran sebuah perguruan tinggi tidak semata-mata berada pihak siswa, tetapi juga pada pihak lainnya, seperti masyarakat, pemerintah, perusahaan-perusahaan penyerap tenaga kerja, dan internal perguruan tinggi itu sendiri yang terdiri dari berbagai unsur. Salah satunya adalah pemimpin perguruan tinggi. Bagaimanakah sosok pemimpin yang ideal untuk sebuah perguruan tinggi islam, mari bermula dari kajian teori tentang kepemimpinan.
{"title":"KEPEMIMPINAN TRANSFORMASIONAL PERGURUAN TINGGI ISLAM","authors":"Agus Triyono","doi":"10.32923/kjmp.v1i1.913","DOIUrl":"https://doi.org/10.32923/kjmp.v1i1.913","url":null,"abstract":"Memaknai kehadiran sebuah perguruan tinggi tidak semata-mata berada pihak siswa, tetapi juga pada pihak lainnya, seperti masyarakat, pemerintah, perusahaan-perusahaan penyerap tenaga kerja, dan internal perguruan tinggi itu sendiri yang terdiri dari berbagai unsur. Salah satunya adalah pemimpin perguruan tinggi. Bagaimanakah sosok pemimpin yang ideal untuk sebuah perguruan tinggi islam, mari bermula dari kajian teori tentang kepemimpinan.","PeriodicalId":186293,"journal":{"name":"SUSTAINABLE: Jurnal Kajian Mutu Pendidikan","volume":"146 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114258338","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}
Higher education quality management is a strategic concept that is able to bring a university to the world level. In the basic concepts of quality management, quality is always planned, controlled, guaranteed and continuously improved. Practical and strategic models such as TQM, EFQM, SQM and others, provide philosophical offers to managers who wish to improve the quality of their institutions. Providers of quality management models in higher education services must consider customer satisfaction as one of the main quality measures. The implementation of higher education will ultimately have an impact on the competitiveness of the nation's human resources.
{"title":"MANAJEMEN MUTU PENDIDIKAN TINGGI (MMPT): KONSEP DASAR DAN STRATEGI DALAM PENINGKATAN MUTU BERKELANJUTAN","authors":"Andi Arif Rifa'i","doi":"10.32923/kjmp.v1i1.917","DOIUrl":"https://doi.org/10.32923/kjmp.v1i1.917","url":null,"abstract":"Higher education quality management is a strategic concept that is able to bring a university to the world level. In the basic concepts of quality management, quality is always planned, controlled, guaranteed and continuously improved. Practical and strategic models such as TQM, EFQM, SQM and others, provide philosophical offers to managers who wish to improve the quality of their institutions. Providers of quality management models in higher education services must consider customer satisfaction as one of the main quality measures. The implementation of higher education will ultimately have an impact on the competitiveness of the nation's human resources.","PeriodicalId":186293,"journal":{"name":"SUSTAINABLE: Jurnal Kajian Mutu Pendidikan","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124961056","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}
This paper attempts to address the problem of how to manage the State Islamic Religious College (PTKIN) based on ISO 9001: 2008. Problems become important because in the era of the Industrial Revolution 4.0, quality human resources (HR) cannot be bargained again. The only way to improve the quality of human resources is through education, especially higher education institutions, including the State Islamic Religious College (PTKIN). So that the quality of PTKIN is not less competitive with other universities in Indonesia, the management of PTKIN must be based on ISO 9001: 2008 as one of the principled quality management of TQM in detailed and systematic application. The ISO 9001: 2008 system is a means or tool of PTKIN to achieve the expected quality objectives and is able to answer the challenges of the current Industrial Revolution 4.0 era. In addition, there is a periodic internal quality audit requirement. At present ISO 9001: 2008 is the main choice for higher education institutions, PTKIN to implement a quality management system consistently and systematically to achieve effectiveness and efficiency. The application of ISO 9001: 2008 at PTKIN is very important as a step to realize and provide good governance, achieve excellent education practices, improve customer satisfaction and provide a better response to industry needs. PTKIN's main motive for implementing ISO 9001: 2008 is as a promotional step to provide an overview that PTKIN has high quality, high visibility and credibility, response to external factors and to develop an overall quality management system, so as to provide services and output the best that can guarantee the satisfaction of all customers and stakeholders.
{"title":"PENGELOLAAN PERGURUAN TINGGI KEAGAMAAN ISLAM NEGERI BERBASIS SNI ISO 9001:2008","authors":"Subardi Subardi","doi":"10.32923/kjmp.v1i1.899","DOIUrl":"https://doi.org/10.32923/kjmp.v1i1.899","url":null,"abstract":"This paper attempts to address the problem of how to manage the State Islamic Religious College (PTKIN) based on ISO 9001: 2008. Problems become important because in the era of the Industrial Revolution 4.0, quality human resources (HR) cannot be bargained again. The only way to improve the quality of human resources is through education, especially higher education institutions, including the State Islamic Religious College (PTKIN). So that the quality of PTKIN is not less competitive with other universities in Indonesia, the management of PTKIN must be based on ISO 9001: 2008 as one of the principled quality management of TQM in detailed and systematic application. The ISO 9001: 2008 system is a means or tool of PTKIN to achieve the expected quality objectives and is able to answer the challenges of the current Industrial Revolution 4.0 era. In addition, there is a periodic internal quality audit requirement. At present ISO 9001: 2008 is the main choice for higher education institutions, PTKIN to implement a quality management system consistently and systematically to achieve effectiveness and efficiency. The application of ISO 9001: 2008 at PTKIN is very important as a step to realize and provide good governance, achieve excellent education practices, improve customer satisfaction and provide a better response to industry needs. PTKIN's main motive for implementing ISO 9001: 2008 is as a promotional step to provide an overview that PTKIN has high quality, high visibility and credibility, response to external factors and to develop an overall quality management system, so as to provide services and output the best that can guarantee the satisfaction of all customers and stakeholders.","PeriodicalId":186293,"journal":{"name":"SUSTAINABLE: Jurnal Kajian Mutu Pendidikan","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124876102","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}
Education is the basic rights of men together. In indonesia, education is the right of every residents and the state of having an obligation to render the said right.This is mandated by the UUD 1945 constitution. For children with special needs, the state provide education services in the form of school (SLB) and as the demands of social reality that develops so came educational model of inclusion of, namely educational model for a child with special needs in public schools where the young children of other students. One of the approaches is through context. Kind of classroom linking between the subject matter with reality student life. The contextual leraning was an answer to an kind of classroom kind of classroom that separates between with reality.
{"title":"MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING (CTL) DALAM PEMBELAJARAN INKLUSI","authors":"S. Anwar","doi":"10.32923/KJMP.V1I1.898","DOIUrl":"https://doi.org/10.32923/KJMP.V1I1.898","url":null,"abstract":"Education is the basic rights of men together. In indonesia, education is the right of every residents and the state of having an obligation to render the said right.This is mandated by the UUD 1945 constitution. For children with special needs, the state provide education services in the form of school (SLB) and as the demands of social reality that develops so came educational model of inclusion of, namely educational model for a child with special needs in public schools where the young children of other students. One of the approaches is through context. Kind of classroom linking between the subject matter with reality student life. The contextual leraning was an answer to an kind of classroom kind of classroom that separates between with reality.","PeriodicalId":186293,"journal":{"name":"SUSTAINABLE: Jurnal Kajian Mutu Pendidikan","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126335925","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}
This aims of study were to describe the characteristics of customers based on the floating market; find out the factors that influence the customer's decision in choosing a Shariah bank based on personal and social nature in Pangkal Pinang Bangka Belitung. This type of research was explanatary research. The population and sample were 100 respondents in the Pangkalpinang region. Methods of data analysis tools used logistic regression analysis tools. The test results showed that every gender difference did not affect the decision to choose a sharia bank and conventional bank. The age factor influences the decision to choose a sharia bank and conventional bank. Job status did not affect the decision to choose a Shariah bank and a conventional bank. Personal characteristics had a negative and significant effect on the decision to choose a sharia bank and conventional bank. Social system variables did not affect the decision to choose a sharia bank and a conventional bank.
{"title":"FAKTOR-FAKTOR PEMILIHAN PERBANKAN SYARIAH DAN KONVENSIONAL BERBASIS FLOATING MARKET DI PANGKAL PINANG BANGKA BELITUNG","authors":"Marheni Marheni","doi":"10.32923/kjmp.v1i1.905","DOIUrl":"https://doi.org/10.32923/kjmp.v1i1.905","url":null,"abstract":"This aims of study were to describe the characteristics of customers based on the floating market; find out the factors that influence the customer's decision in choosing a Shariah bank based on personal and social nature in Pangkal Pinang Bangka Belitung. This type of research was explanatary research. The population and sample were 100 respondents in the Pangkalpinang region. Methods of data analysis tools used logistic regression analysis tools. The test results showed that every gender difference did not affect the decision to choose a sharia bank and conventional bank. The age factor influences the decision to choose a sharia bank and conventional bank. Job status did not affect the decision to choose a Shariah bank and a conventional bank. Personal characteristics had a negative and significant effect on the decision to choose a sharia bank and conventional bank. Social system variables did not affect the decision to choose a sharia bank and a conventional bank.","PeriodicalId":186293,"journal":{"name":"SUSTAINABLE: Jurnal Kajian Mutu Pendidikan","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132526502","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}
Conflict does not always have to be perceived by destroying or destroying a school. Considerably that the presence of conflict in schools is destructive and that there is a new power for school change and for the people in it. The method of determining whether a conflict can be destructive or constructive can be done through an in-depth analysis study, knowing in advance what the cause of the conflict is, what is the motive of the conflict, why the conflict can occur. From various studies, school conflicts are caused by non-transparent headmasters in financial reporting, arrogant to teachers, students and staff; Make policy at will; Do wild pengutan, and teachers do violence against students during the hours of lessons take place. Conflict can build a school from its non-development, that is, school personnel encourage the conflict to be presented so that leaders can realize that at school there must be a change in leadership management.
{"title":"MANAJEMEN PENGELOLAAN KONFLIK DI SEKOLAH","authors":"Yusra Jamali","doi":"10.32923/kjmp.v1i1.903","DOIUrl":"https://doi.org/10.32923/kjmp.v1i1.903","url":null,"abstract":"Conflict does not always have to be perceived by destroying or destroying a school. Considerably that the presence of conflict in schools is destructive and that there is a new power for school change and for the people in it. The method of determining whether a conflict can be destructive or constructive can be done through an in-depth analysis study, knowing in advance what the cause of the conflict is, what is the motive of the conflict, why the conflict can occur. From various studies, school conflicts are caused by non-transparent headmasters in financial reporting, arrogant to teachers, students and staff; Make policy at will; Do wild pengutan, and teachers do violence against students during the hours of lessons take place. Conflict can build a school from its non-development, that is, school personnel encourage the conflict to be presented so that leaders can realize that at school there must be a change in leadership management.","PeriodicalId":186293,"journal":{"name":"SUSTAINABLE: Jurnal Kajian Mutu Pendidikan","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131126221","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}
At a recent time, a number of academics ranging from the ‘practical and theoretical academics,’ ‘political academicians,’ ‘academic politicians’ to ‘academic bureaucrats’ are encouragingly striving for responding to the demands of internationalization of Higher Education because of the pressure of global education interests. With the spirit of ‘education liberation’ relying on the General Agreement of Trade in Services (GATS) as a result of ‘industrial globalization matrix’ which is associated with economic motives initiated by the World Trade Organization (WTO) makes some developed countries enthusiastically promote their higher education institutions to a number of countries. Consequently, the invigoration of Indonesian government to all domestic universities to immediately program their institutions as the agents of economy development. Nonetheless, the implementation and management of Tri Dharma are not only specified on developing the strength of national economy but also on social conscience to make the current creativity and innovation can be more relevant to the need of subsistence resources development based on Indonesian characters and uniqueness driven by the moral sense of humanity, fairness and civilized policies. Therefore, the revitalization process should be accordingly manifested toward the principles of Tri Dharma of the university as mandated by Pancasila, Constitution of 1945, Law, GBHN and all of the derivative regulations, not strictly due to the insistence of global pressures. Thus, human resources must be the main agenda to revitalize among other potentials in generating and optimizing the ethic of scientific works in Tri Dharma activities in fulfilling the current necessitates without harming the interests of Indonesian populace. Finally, when Foreign Higher Education policies (FHE) are commercially inclined to globalize their education system and research which is relatively ‘capitalism’, thus our national higher education should be increasingly characterized by the humanity affectionate which elevates the dignity of Indonesia by providing serious devotions and concerns on social and community service.
{"title":"REVITALISASI PENGELOLAAN DAN PENYELENGGARAAN TRI DHARMA PERGURUAN TINGGI DIANTARA PERSIMPANGAN KEPENTINGAN ANTAR BANGSA","authors":"Yohan Yohan","doi":"10.32923/kjmp.v1i1.909","DOIUrl":"https://doi.org/10.32923/kjmp.v1i1.909","url":null,"abstract":"At a recent time, a number of academics ranging from the ‘practical and theoretical academics,’ ‘political academicians,’ ‘academic politicians’ to ‘academic bureaucrats’ are encouragingly striving for responding to the demands of internationalization of Higher Education because of the pressure of global education interests. With the spirit of ‘education liberation’ relying on the General Agreement of Trade in Services (GATS) as a result of ‘industrial globalization matrix’ which is associated with economic motives initiated by the World Trade Organization (WTO) makes some developed countries enthusiastically promote their higher education institutions to a number of countries. Consequently, the invigoration of Indonesian government to all domestic universities to immediately program their institutions as the agents of economy development. Nonetheless, the implementation and management of Tri Dharma are not only specified on developing the strength of national economy but also on social conscience to make the current creativity and innovation can be more relevant to the need of subsistence resources development based on Indonesian characters and uniqueness driven by the moral sense of humanity, fairness and civilized policies. Therefore, the revitalization process should be accordingly manifested toward the principles of Tri Dharma of the university as mandated by Pancasila, Constitution of 1945, Law, GBHN and all of the derivative regulations, not strictly due to the insistence of global pressures. Thus, human resources must be the main agenda to revitalize among other potentials in generating and optimizing the ethic of scientific works in Tri Dharma activities in fulfilling the current necessitates without harming the interests of Indonesian populace. Finally, when Foreign Higher Education policies (FHE) are commercially inclined to globalize their education system and research which is relatively ‘capitalism’, thus our national higher education should be increasingly characterized by the humanity affectionate which elevates the dignity of Indonesia by providing serious devotions and concerns on social and community service.","PeriodicalId":186293,"journal":{"name":"SUSTAINABLE: Jurnal Kajian Mutu Pendidikan","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127647231","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：