Globalisasi telah menghilangkan sekat-sekat atau batas-batas antar negara; globalisasi juga telah mempersatukan dunia dalam satu komunitas “perkampungan dunia” atau global village. Kesatuan komunitas dalam perkampungan dunia itu hampir mencakup seluruh aspek kehidupan. Aspek-aspek itu telah mempengaruhi kehidupan manusia, baik dalam skala lokal seperti antar kehidupan pribadi, keluarga, dan masyarakat. Bahkan dalam skala yang lebih luas seperti antar budaya, agama, profesi, dan bahkan antar bangsa. Era disrupsi merupakan bagian dari globalisasi, sebagai akibat dari digitalisasi dan evolusi teknologi. Kompleksitas pengaruh ini membuat setiap komunitas termasuk ‘Umat Islam’ secara tak terelakkan harus mengkaji dan menyikapi dampak-dampak globalisasi dan era disrupsi tersebut terhadap kehidupan dan pergaulan mereka, khususnya pendidikan dan nilai-nilai keislaman yang semakin meredup. Tulisan ini memfokuskan pada pengaruh globalisasi dan era disrupsi terhadap pendidikan dan nilai-nilai keislaman. Tulisan ini menegaskan bahwa globalisasi dan era disrupsi bisa didialogkan kembali dengan masyarakat Islam masa kini tanpa meredupkan nilai-nilai keislaman yang telah ada. Kita bisa melihat bagaimana pendidikan terdisrupsi oleh globalisasi dan bagaimana berpegang teguh pada nilai-nilai keislaman dalam tata dunia baru yang universal.
{"title":"Pengaruh Globalisasi dan Era Disrupsi terhadap Pendidikan dan Nilai-Nilai Keislaman","authors":"Ali Fikri","doi":"10.32533/03106.2019","DOIUrl":"https://doi.org/10.32533/03106.2019","url":null,"abstract":"Globalisasi telah menghilangkan sekat-sekat atau batas-batas antar negara; globalisasi juga telah mempersatukan dunia dalam satu komunitas “perkampungan dunia” atau global village. Kesatuan komunitas dalam perkampungan dunia itu hampir mencakup seluruh aspek kehidupan. Aspek-aspek itu telah mempengaruhi kehidupan manusia, baik dalam skala lokal seperti antar kehidupan pribadi, keluarga, dan masyarakat. Bahkan dalam skala yang lebih luas seperti antar budaya, agama, profesi, dan bahkan antar bangsa. Era disrupsi merupakan bagian dari globalisasi, sebagai akibat dari digitalisasi dan evolusi teknologi. Kompleksitas pengaruh ini membuat setiap komunitas termasuk ‘Umat Islam’ secara tak terelakkan harus mengkaji dan menyikapi dampak-dampak globalisasi dan era disrupsi tersebut terhadap kehidupan dan pergaulan mereka, khususnya pendidikan dan nilai-nilai keislaman yang semakin meredup. Tulisan ini memfokuskan pada pengaruh globalisasi dan era disrupsi terhadap pendidikan dan nilai-nilai keislaman. Tulisan ini menegaskan bahwa globalisasi dan era disrupsi bisa didialogkan kembali dengan masyarakat Islam masa kini tanpa meredupkan nilai-nilai keislaman yang telah ada. Kita bisa melihat bagaimana pendidikan terdisrupsi oleh globalisasi dan bagaimana berpegang teguh pada nilai-nilai keislaman dalam tata dunia baru yang universal.","PeriodicalId":32919,"journal":{"name":"Sukma Jurnal Pendidikan","volume":"159 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77548387","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 study explored how adolescents reconstructed their roles as learners through learning identity and awareness by adult involvement in Sukma Bangsa Pidie (SBP) School. In order to monitor students’ attitudes and learning aspects’ progress, this research employed several observations and interviews (groups and individuals) either by videotaping or voice recording, also students’ database records from school information system (called SISTO). The previous findings advocated that there were variations in the way adolescents performed their learning identity that might encourage them to achieve different degrees of motivation, self-perceptions (self-efficacy, self-concept, and self-esteem), autonomy, and self-development towards their identity as learners. In the other study, the authors also found that students in SBP School were in various categories regarding their levels of learning awareness. It was exhibited by how students dealt with their own learning approaches and how high their existing willingness to learn was. The different levels of learning awareness were survival, establishing stability, approval, and loving to learn. Both learner identity and learner awareness level were almost similar in the way that adolescents experienced. As argued by previous well-known researchers, the child would grow as a good learner with positive improvement of self-concept and self-esteem. Also, the formation of positive self-esteem in adolescence became a bridge towards their success as demanding learners. Furthermore, adult (in this case teachers and parents) involvement with adolescents’ learning approaches may embolden the learners to become less or more autonomous people. Positive adult attachment therefore is pivotal to moderate students who have either low willingness to study or low self-conception. This study ultimately confirmed that there was a reciprocal relationship between learner identity (motivation, self-perceptions, autonomy, self-development) and learner awareness (survival, establishing stability, approval, loving to learn), then further will support the integrated effects on learner autonomy.
{"title":"Adult Attachment for Reconstructing Adolescents’ Learning Identity and Awareness","authors":"R. Dewi, N. Nurhayati","doi":"10.32533/03101.2019","DOIUrl":"https://doi.org/10.32533/03101.2019","url":null,"abstract":"This study explored how adolescents reconstructed their roles as learners through learning identity and awareness by adult involvement in Sukma Bangsa Pidie (SBP) School. In order to monitor students’ attitudes and learning aspects’ progress, this research employed several observations and interviews (groups and individuals) either by videotaping or voice recording, also students’ database records from school information system (called SISTO). The previous findings advocated that there were variations in the way adolescents performed their learning identity that might encourage them to achieve different degrees of motivation, self-perceptions (self-efficacy, self-concept, and self-esteem), autonomy, and self-development towards their identity as learners. In the other study, the authors also found that students in SBP School were in various categories regarding their levels of learning awareness. It was exhibited by how students dealt with their own learning approaches and how high their existing willingness to learn was. The different levels of learning awareness were survival, establishing stability, approval, and loving to learn. Both learner identity and learner awareness level were almost similar in the way that adolescents experienced. As argued by previous well-known researchers, the child would grow as a good learner with positive improvement of self-concept and self-esteem. Also, the formation of positive self-esteem in adolescence became a bridge towards their success as demanding learners. Furthermore, adult (in this case teachers and parents) involvement with adolescents’ learning approaches may embolden the learners to become less or more autonomous people. Positive adult attachment therefore is pivotal to moderate students who have either low willingness to study or low self-conception. This study ultimately confirmed that there was a reciprocal relationship between learner identity (motivation, self-perceptions, autonomy, self-development) and learner awareness (survival, establishing stability, approval, loving to learn), then further will support the integrated effects on learner autonomy.","PeriodicalId":32919,"journal":{"name":"Sukma Jurnal Pendidikan","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80695243","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}
Era disrupsi adalah masa ketika perubahan terjadi sedemikian tidak terduga, mendasar dan hampir dalam semua aspek kehidupan. Tatatan baru hadir menggantikan tatanan lama yang sudah tidak sesuai dengan tuntutan zaman. Dalam hal politik, disrupsi akan mendorong terjadinya digitalisasi sistem politik. Munculnya inovasi aplikasi teknologi digital akan menginspirasi lahirnya aplikasi sejenis di bidang politik. Tidak lama lagi, hingar bingar kampanye pengerahan massa, akan diganti dengan edukasi via berbagai media soal, yang tidak saja lebih murah akan tetapi juga memiliki daya jangkau audien yang jauh lebih luas dan merata. Paper ini ingin mengungkapkan perlunya pemahaman kita tentang politik di era disrupsi, dan bagaimana menghadapi fenomena ini dengan lebih menekankan pada perlunya pendidikan politik yang lebih dapat menyesuaikan dengan kondisi saat ini.
{"title":"Pendidikan Politik di Era Disrupsi","authors":"Khoiruddin Bashori","doi":"10.32533/02207.2018","DOIUrl":"https://doi.org/10.32533/02207.2018","url":null,"abstract":"Era disrupsi adalah masa ketika perubahan terjadi sedemikian tidak terduga, mendasar dan hampir dalam semua aspek kehidupan. Tatatan baru hadir menggantikan tatanan lama yang sudah tidak sesuai dengan tuntutan zaman. Dalam hal politik, disrupsi akan mendorong terjadinya digitalisasi sistem politik. Munculnya inovasi aplikasi teknologi digital akan menginspirasi lahirnya aplikasi sejenis di bidang politik. Tidak lama lagi, hingar bingar kampanye pengerahan massa, akan diganti dengan edukasi via berbagai media soal, yang tidak saja lebih murah akan tetapi juga memiliki daya jangkau audien yang jauh lebih luas dan merata. Paper ini ingin mengungkapkan perlunya pemahaman kita tentang politik di era disrupsi, dan bagaimana menghadapi fenomena ini dengan lebih menekankan pada perlunya pendidikan politik yang lebih dapat menyesuaikan dengan kondisi saat ini.","PeriodicalId":32919,"journal":{"name":"Sukma Jurnal Pendidikan","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79125089","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}
Studi ini menjelaskan kepemimpinan transformasional dengan berbagai dimensinya yang memiliki pengaruh besar pada pembentukan budaya jujur pada lembaga pendidikan. Tujuan dari penelitian ini adalah memberikan konstruksi konseptual tentang kepemimpinan trasformasional dan pentingnya kepemimpinan trasformasional dengan semua dimensi yang dimilikinya dalam sebuah organisasi khususnya di lembaga Pendidikan. Selanjutnya melihat bagaimana bentuk konseptual kepemimpinan ini pada sebuah sekolah yang telah dikenal sebagai sekolah jujur di Aceh. Kelima dimensi kepemimpinan trasformasional tersebut adalah Idealized influence (attributed), Idealized influence (behavior), Inspirational motivation, Intellectual stimulation, Individualized consideration. Kajian konsep diharapkan dapat menjadi dasar pijakan untuk pengembangan dan pembiasaan prilaku jujur pada sebuah organisasi khususnya lembaga Pendidikan. Sementara implementasi model kepemimpinan di sekolah yang dipilih ini dapat menjadi contoh untuk mengembangkan budaya jujur di sekolah lain di tanah air.
{"title":"Kepemimpinan Transformasional dan Implikasinya pada Pembentukan Budaya Jujur di Sekolah","authors":"Fitriah M. Suud","doi":"10.32533/02206.2018","DOIUrl":"https://doi.org/10.32533/02206.2018","url":null,"abstract":"Studi ini menjelaskan kepemimpinan transformasional dengan berbagai dimensinya yang memiliki pengaruh besar pada pembentukan budaya jujur pada lembaga pendidikan. Tujuan dari penelitian ini adalah memberikan konstruksi konseptual tentang kepemimpinan trasformasional dan pentingnya kepemimpinan trasformasional dengan semua dimensi yang dimilikinya dalam sebuah organisasi khususnya di lembaga Pendidikan. Selanjutnya melihat bagaimana bentuk konseptual kepemimpinan ini pada sebuah sekolah yang telah dikenal sebagai sekolah jujur di Aceh. Kelima dimensi kepemimpinan trasformasional tersebut adalah Idealized influence (attributed), Idealized influence (behavior), Inspirational motivation, Intellectual stimulation, Individualized consideration. Kajian konsep diharapkan dapat menjadi dasar pijakan untuk pengembangan dan pembiasaan prilaku jujur pada sebuah organisasi khususnya lembaga Pendidikan. Sementara implementasi model kepemimpinan di sekolah yang dipilih ini dapat menjadi contoh untuk mengembangkan budaya jujur di sekolah lain di tanah air.","PeriodicalId":32919,"journal":{"name":"Sukma Jurnal Pendidikan","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84461380","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}
Globalisasi telah mengubah cara pandang orang dalam menghadapi berbagai hal, termasuk dalam hal pendidikan Islam. Perubahan itu dialami oleh para orang tua yang memiliki anak dalam masa pertumbuhan dan perkembangan. Hadirnya boneka islami -studi kasus boneka Hafiz- di Indonesia ternyata mempengaruhi pemaknaan tersebut. Boneka islami yang bisa disebut sebagai virtual religion mampu memprivatisasi pendidikan agama Islam pada anak-anak mereka. Tulisan ini ingin mencoba menemukan bagaimana pemaknaan pendidikan Islam bagi orang tua yang telah mengonsumsi boneka islami tersebut dan atau bahkan hingga terjadi suatu komodifikasi pendidikan agama Islam. Globalisasi telah melintasi batas pasar dengan bukti hadirnya boneka tersebut sebagai peluang komoditi agama. Hal ini disebabkan harga boneka yang tidak murah, dan market mereka bisa dikatakan melebihi target. Di mana boneka yang dilihat dari segi harga dan kualitas diperuntukkan bagi kalangan kelas atas, namun peminat lebih banyak terletak pada orang tua kelas menengah.
{"title":"Agama dalam Boneka: Globalisasi dan Wajah Baru Orang Tua dalam Pendidikan Islam","authors":"Milda Amalia","doi":"10.32533/02203.2018","DOIUrl":"https://doi.org/10.32533/02203.2018","url":null,"abstract":"Globalisasi telah mengubah cara pandang orang dalam menghadapi berbagai hal, termasuk dalam hal pendidikan Islam. Perubahan itu dialami oleh para orang tua yang memiliki anak dalam masa pertumbuhan dan perkembangan. Hadirnya boneka islami -studi kasus boneka Hafiz- di Indonesia ternyata mempengaruhi pemaknaan tersebut. Boneka islami yang bisa disebut sebagai virtual religion mampu memprivatisasi pendidikan agama Islam pada anak-anak mereka. Tulisan ini ingin mencoba menemukan bagaimana pemaknaan pendidikan Islam bagi orang tua yang telah mengonsumsi boneka islami tersebut dan atau bahkan hingga terjadi suatu komodifikasi pendidikan agama Islam. Globalisasi telah melintasi batas pasar dengan bukti hadirnya boneka tersebut sebagai peluang komoditi agama. Hal ini disebabkan harga boneka yang tidak murah, dan market mereka bisa dikatakan melebihi target. Di mana boneka yang dilihat dari segi harga dan kualitas diperuntukkan bagi kalangan kelas atas, namun peminat lebih banyak terletak pada orang tua kelas menengah.","PeriodicalId":32919,"journal":{"name":"Sukma Jurnal Pendidikan","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87339808","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 study aims to investigate the language output resulted from physical games played as a practice to learn grammar. 20 university students were involved in a game in which they had to jump and throw a marker towards cue cards that contained questions in If-Conditional Type II structure. The students’ language output during the game was recorded and analyzed qualitatively. The result shows that physical game facilitates the learners to acquire new grammartical items and that it is effective to a good extent.Keywords : physical games, grammar, accuracy
本研究旨在探讨肢体游戏作为一种学习语法的练习所产生的语言输出。20名大学生参加了一个游戏，他们必须跳起来，向含有If-Conditional Type II结构问题的提示卡扔一个标记。对学生在游戏过程中的语言输出进行记录和定性分析。结果表明，物理游戏有助于学习者习得新的语法项目，并在一定程度上有效。关键词:物理游戏，语法，准确性
{"title":"LEARNING GRAMMAR THROUGH PHYSICAL GAMES","authors":"Sya'baningrum Prihhartini","doi":"10.32533/02201.2018","DOIUrl":"https://doi.org/10.32533/02201.2018","url":null,"abstract":"This study aims to investigate the language output resulted from physical games played as a practice to learn grammar. 20 university students were involved in a game in which they had to jump and throw a marker towards cue cards that contained questions in If-Conditional Type II structure. The students’ language output during the game was recorded and analyzed qualitatively. The result shows that physical game facilitates the learners to acquire new grammartical items and that it is effective to a good extent.Keywords : physical games, grammar, accuracy","PeriodicalId":32919,"journal":{"name":"Sukma Jurnal Pendidikan","volume":"318 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79705353","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}
Dealing with radical understandings in religion, religious education in schools is an alternative to counteracting it. Lack of true religious knowledge, lack of social awareness and low levels of parental supervision and mentoring are thought to be a factor in increasing radical understanding, especially among young people. Therefore religious education in schools needs to be directed to take part in overcoming it by providing inclusive and tolerant material for students. This research aims to see how the government strives for an inclusive and tolerant model of religious education. By reading and analyzing the material in the book Pendidikan Agama Islam dan Budi Pekerti for elementary and secondary schools, this study shows that the government has attempted to provide inclusive and tolerant religious education.
面对激进的宗教观念，学校的宗教教育是一种对抗的选择。缺乏真正的宗教知识，缺乏社会意识，父母监督和指导水平低，被认为是激进理解增加的一个因素，尤其是在年轻人中。因此，学校的宗教教育需要通过为学生提供包容和宽容的材料来参与克服它。这项研究旨在了解政府如何努力建立一个包容和宽容的宗教教育模式。通过阅读和分析《Pendidikan Agama Islam dan Budi Pekerti》一书中的内容，本研究表明政府试图提供包容和宽容的宗教教育。
{"title":"Kaum Muda, Pendidikan Agama dan Globalisasi: Pendidikan Agama Islam dan Budi Pekerti yang Inklusif dan Toleran","authors":"Stepanus Sigit Pranoto","doi":"10.32533/02204.2018","DOIUrl":"https://doi.org/10.32533/02204.2018","url":null,"abstract":"Dealing with radical understandings in religion, religious education in schools is an alternative to counteracting it. Lack of true religious knowledge, lack of social awareness and low levels of parental supervision and mentoring are thought to be a factor in increasing radical understanding, especially among young people. Therefore religious education in schools needs to be directed to take part in overcoming it by providing inclusive and tolerant material for students. This research aims to see how the government strives for an inclusive and tolerant model of religious education. By reading and analyzing the material in the book Pendidikan Agama Islam dan Budi Pekerti for elementary and secondary schools, this study shows that the government has attempted to provide inclusive and tolerant religious education.","PeriodicalId":32919,"journal":{"name":"Sukma Jurnal Pendidikan","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86096618","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 paper discussed the implication of adopting international education policy in Indonesia through international development aid and funding. Specific implications to teacher education and teacher professional development was discussed by analyzing two education reforms enacted in 1980 to 1990’s. The paper describes implementation processes and challenges faced by the programs from local dynamics especially on how social, political and historical influence teacher identity as well as teaching culture. The implications to school, district as well as national policy was discussed in light of uniformity of educational system by dissemination of best practices and model of education through aid and other cooperative projects. Local responses to international education policy is increasingly relevant to ensure education reform will respond local needs and sensitive to local context.Artikel ini mendiskusikan implikasi dari mengadopsi kebijakan international di Indonesia melalui dana dan bantuan international. Khususnya, dampak pada pendidikan guru dan perkembangan professional guru dikaji melalui dua program pendidikan yang diterapkan pada tahun 1980-an hingga 1990-an. Deskripsi dari pelaksanaan dan tantangan yang dihadapi dalam implementasi program tersebut dilihat dari konteks local dimana pengaruh social, politik dan sejarah mewarnai konsepsi identitas guru serta budaya pengajaran di sekolah. Implikasi pada kebijakan sekolah, pemerintah local dan nasional dimana kecenderungan akan penyeragaman system pendidikan terjadi melalui kerjasama dan bantuan juga dijabarkan. Artikel ini menekankan pentingnya respon local yang relevan terhadap penerapan kebijakan pendidikan internasional agar sensitive terhadap kebutuhan dan konteks local itu sendiri.
本文讨论了通过国际发展援助和资金在印尼采取国际教育政策的意义。通过对20世纪80年代至90年代两次教育改革的分析，探讨了对教师教育和教师专业发展的具体影响。本文描述了实施过程和面临的挑战，从当地的动态，特别是社会，政治和历史如何影响教师身份以及教学文化。根据教育制度的统一性，通过援助和其他合作项目传播最佳做法和教育模式，讨论了对学校、地区和国家政策的影响。当地对国际教育政策的反应，对于确保教育改革能够满足当地需求并对当地情况敏感，越来越具有相关性。Artikel ini mendiskusikan implikasi dari mengadopsi kebijakan international di Indonesia melalui dana dan bantuan international。Khususnya, dampak padpadpaddididikan上师dan perkembangan专业上师dikaji melalui dua程序pendididikan yang dididiapkan padtahun 1980- and hinga 1990-an。Deskripsi dari pelaksanaan dan tantangan yang dihadapi dalam实施计划，但diilihat dari konteks当地dimana pengarah社会，政治dan sejarah mewarnai konsepsi identitas guru serta budaya pengajaran di sekolah。在印度，地方和国家都是如此。印度和国家是如此。印度和国家是如此。Artikel ini menekankan pentingnya回应当地yang相关的，日本kebijakan pendidikan国际琼脂敏感的，日本kebutuhan但konteks当地的sendiri。
{"title":"ADOPTION OF INTERNATIONAL EDUCATION POLICY IN INDONESIA: Impact to Teacher Education and Professional Development","authors":"Satia Zen","doi":"10.32533/02202.2018","DOIUrl":"https://doi.org/10.32533/02202.2018","url":null,"abstract":"The paper discussed the implication of adopting international education policy in Indonesia through international development aid and funding. Specific implications to teacher education and teacher professional development was discussed by analyzing two education reforms enacted in 1980 to 1990’s. The paper describes implementation processes and challenges faced by the programs from local dynamics especially on how social, political and historical influence teacher identity as well as teaching culture. The implications to school, district as well as national policy was discussed in light of uniformity of educational system by dissemination of best practices and model of education through aid and other cooperative projects. Local responses to international education policy is increasingly relevant to ensure education reform will respond local needs and sensitive to local context.Artikel ini mendiskusikan implikasi dari mengadopsi kebijakan international di Indonesia melalui dana dan bantuan international. Khususnya, dampak pada pendidikan guru dan perkembangan professional guru dikaji melalui dua program pendidikan yang diterapkan pada tahun 1980-an hingga 1990-an. Deskripsi dari pelaksanaan dan tantangan yang dihadapi dalam implementasi program tersebut dilihat dari konteks local dimana pengaruh social, politik dan sejarah mewarnai konsepsi identitas guru serta budaya pengajaran di sekolah. Implikasi pada kebijakan sekolah, pemerintah local dan nasional dimana kecenderungan akan penyeragaman system pendidikan terjadi melalui kerjasama dan bantuan juga dijabarkan. Artikel ini menekankan pentingnya respon local yang relevan terhadap penerapan kebijakan pendidikan internasional agar sensitive terhadap kebutuhan dan konteks local itu sendiri.","PeriodicalId":32919,"journal":{"name":"Sukma Jurnal Pendidikan","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84931684","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}
Alquran pada masa awal turunnya banyak dihafalkan oleh para sahabat. Mereka menghafal dengan motivasi utama menjaga kemurnian dan kelanggengan Alquran. Karena jika Alquran tidak dihafal, dengan sendirinya Alquran akan hilang. Seiring berjalannya waktu, semakin banyak umat Islam yang menghafal Alquran. Tentu tujuan utama bukanlah untuk menjaga kelanggengan Alquran, karena sudah banyak teknologi canggih untuk menyimpan Alquran. Motivasi mereka kini bermacam-macam. Tulisan ini membahas motivasi-motivasi para penghafal Alquran masa kini. Sekaligus menyelidiki pengaruh hafalan Alquran terhadap religiusitas mereka. Data lingkup kecil menemukan bahwa hafalan mereka tidaklah berpengaruh secara siginifakan terhadap religiusitas mereka.
{"title":"Budaya Menghafal Al-Quran: Motivasi dan Pengaruhnya Terhadap Religiusitas","authors":"M. N. Huda","doi":"10.32533/02205.2018","DOIUrl":"https://doi.org/10.32533/02205.2018","url":null,"abstract":"Alquran pada masa awal turunnya banyak dihafalkan oleh para sahabat. Mereka menghafal dengan motivasi utama menjaga kemurnian dan kelanggengan Alquran. Karena jika Alquran tidak dihafal, dengan sendirinya Alquran akan hilang. Seiring berjalannya waktu, semakin banyak umat Islam yang menghafal Alquran. Tentu tujuan utama bukanlah untuk menjaga kelanggengan Alquran, karena sudah banyak teknologi canggih untuk menyimpan Alquran. Motivasi mereka kini bermacam-macam. Tulisan ini membahas motivasi-motivasi para penghafal Alquran masa kini. Sekaligus menyelidiki pengaruh hafalan Alquran terhadap religiusitas mereka. Data lingkup kecil menemukan bahwa hafalan mereka tidaklah berpengaruh secara siginifakan terhadap religiusitas mereka.","PeriodicalId":32919,"journal":{"name":"Sukma Jurnal Pendidikan","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81584606","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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