Based on the results of the Competency Knowledge Test (UPK) specifically regarding writing skills in class XI religious (IIK)-1 state madrasa aliyah (MAN) 2 Sumedang, it turns out that from the total of 34 students only 15 people or 42.86% whose value exceeds the specified Minimum Completion Criteria (KKM) value limit that is 78. This shows that learning achievement in English, especially writing skills in class IIK-1 is still low. The facts above show that students' learning achievement in English subjects is still low. One way out is to change the learning model by applying the Picture Word Inductive Model Strategy learning model to English subjects. This study aims to describe the application of the Picture Word Inductive Model Strategy in improving learning activities and Educator Performance and learning outcomes of English Class XI Religious (IIK) -1 MAN 2 Sumedang Students Even Semester Academic Year 2016/2017. From the results of the research conducted in March, May 2017 with 2 cycles there are the following findings: The increase in the performance value of educators from cycle 1 to cycle 2 increased by 10 points while from cycle 2 to cycle 3 increased by 8 points. Furthermore, in terms of categories also increased from C in cycle 1, B to cycle 2 and A in cycle 3. The increase in this activity value from cycle 1 to cycle 2 increased by 9.99 points while from cycle 2 to cycle 3 increased by 7.53 points . Furthermore, in terms of categories also increased from C in cycle 1, B in cycles 2 and A in cycle 384 to 82.54 on average cycle 2 learning achievement. An increase in learning achievement from cycle 1 to cycle 2 increased by 9.99 points while from cycle 2 to cycle 3 increased by 7.53 points. Furthermore, in terms of categories also increased from C in cycle 1, B in cycles 2 and A to cycle 3. Based on the findings in the research above, it can be concluded that: the increase in learning achievement from cycle 1 to cycle 2 increased by 9.99 point while from cycle 2 to cycle 3 increased by 7.53 points. Furthermore, in terms of categories also increased from C in cycle 1, B in cycles 2 and A in cycle 317
{"title":"Peningkatan Kinerja Guru Madrasah Melalui Penerapan Strategi Pembelajaran Bervariasi","authors":"Ela Nurmala","doi":"10.32940/MJIEM.V2I1.217","DOIUrl":"https://doi.org/10.32940/MJIEM.V2I1.217","url":null,"abstract":"Based on the results of the Competency Knowledge Test (UPK) specifically regarding writing skills in class XI religious (IIK)-1 state madrasa aliyah (MAN) 2 Sumedang, it turns out that from the total of 34 students only 15 people or 42.86% whose value exceeds the specified Minimum Completion Criteria (KKM) value limit that is 78. This shows that learning achievement in English, especially writing skills in class IIK-1 is still low. The facts above show that students' learning achievement in English subjects is still low. One way out is to change the learning model by applying the Picture Word Inductive Model Strategy learning model to English subjects. This study aims to describe the application of the Picture Word Inductive Model Strategy in improving learning activities and Educator Performance and learning outcomes of English Class XI Religious (IIK) -1 MAN 2 Sumedang Students Even Semester Academic Year 2016/2017. From the results of the research conducted in March, May 2017 with 2 cycles there are the following findings: The increase in the performance value of educators from cycle 1 to cycle 2 increased by 10 points while from cycle 2 to cycle 3 increased by 8 points. Furthermore, in terms of categories also increased from C in cycle 1, B to cycle 2 and A in cycle 3. The increase in this activity value from cycle 1 to cycle 2 increased by 9.99 points while from cycle 2 to cycle 3 increased by 7.53 points . Furthermore, in terms of categories also increased from C in cycle 1, B in cycles 2 and A in cycle 384 to 82.54 on average cycle 2 learning achievement. An increase in learning achievement from cycle 1 to cycle 2 increased by 9.99 points while from cycle 2 to cycle 3 increased by 7.53 points. Furthermore, in terms of categories also increased from C in cycle 1, B in cycles 2 and A to cycle 3. Based on the findings in the research above, it can be concluded that: the increase in learning achievement from cycle 1 to cycle 2 increased by 9.99 point while from cycle 2 to cycle 3 increased by 7.53 points. Furthermore, in terms of categories also increased from C in cycle 1, B in cycles 2 and A in cycle 317","PeriodicalId":331585,"journal":{"name":"Madrasa: Journal of Islamic Educational Management","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115082934","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 aims to uncover the implementation of the policy of vocational madrasah aliyah (MAK) in Indonesia. The research method used in the study was qualitative. Data was collected through interviews, observations and documentation studies. The results showed that the existence of MAK was considered legal. This was marked by the issuance of the Minister of Religion Affair (PMA) Republic of Indonesia No. 60 of 2015. In its implementation, the establishment of MAK focused on MAK as public school which is outside of Java Island such as North Sulawesi and Riau. The implementation of the pilot project was implemented in 2019, because until 2018 the building of MAKN as national pilot project was just completed. Some foundations or private parties tried to set up MAK but failed due to lack of funds. So they lacked interest. Therefore, the Ministry of Religion of the Republic of Indonesia, through the Madrasah Director needs to product regulations that the community or foundation does not rush to establish MAK. There are needs to be strategic planning to establish MAK.
{"title":"Kebijakan Penyelenggaraan Madrasah Aliyah Kejuruan","authors":"N. Safitri, Rina Marlina","doi":"10.32940/MJIEM.V2I1.44","DOIUrl":"https://doi.org/10.32940/MJIEM.V2I1.44","url":null,"abstract":"This paper aims to uncover the implementation of the policy of vocational madrasah aliyah (MAK) in Indonesia. The research method used in the study was qualitative. Data was collected through interviews, observations and documentation studies. The results showed that the existence of MAK was considered legal. This was marked by the issuance of the Minister of Religion Affair (PMA) Republic of Indonesia No. 60 of 2015. In its implementation, the establishment of MAK focused on MAK as public school which is outside of Java Island such as North Sulawesi and Riau. The implementation of the pilot project was implemented in 2019, because until 2018 the building of MAKN as national pilot project was just completed. Some foundations or private parties tried to set up MAK but failed due to lack of funds. So they lacked interest. Therefore, the Ministry of Religion of the Republic of Indonesia, through the Madrasah Director needs to product regulations that the community or foundation does not rush to establish MAK. There are needs to be strategic planning to establish MAK.","PeriodicalId":331585,"journal":{"name":"Madrasa: Journal of Islamic Educational Management","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128587443","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 reveal the application of the functions of management in managing libraries in madrasas. The location of the research was Madrasah Aliyah Negeri 2 Tasikmalaya, West Java. This study uses a qualitative approach. The type of qualitative research used a case study. Data were collected through observation, interviews and documents analysis. The results of the study show that the functions of management applied in managing the madrasah library include (1) preparation of the program; (2) implementation which is essentially service; (3) supervision carried out by Madrasah Heads and Library Heads, and; 4) evaluation. The functions of management that were applied in madrasah library management are relatively the same as the implementation of school library management functions in general. There was nothing typical of madrasa library management. It means that theoretically and practically there are no distinguishing factors in the application of the functions of management in managing madrasa libraries with library management in public schools. So, there are needs to be a reconstruction of the management theory of Islamic education that is completely different from the management theory of education in general.
本研究旨在揭示管理职能在伊斯兰学校图书馆管理中的应用。研究地点是西爪哇的Madrasah Aliyah Negeri 2 Tasikmalaya。本研究采用定性方法。定性研究的类型是案例研究。通过观察、访谈和文献分析等方法收集数据。研究结果表明，管理在管理伊斯兰学校图书馆中的作用包括:(1)计划的准备;(二)以服务为本质的实施;(3)由伊斯兰学校校长和图书馆校长进行监督;4)评价。在伊斯兰学校图书馆管理中应用的管理职能与学校图书馆管理职能的实施总体上是相对相同的。没有典型的伊斯兰学校图书馆管理。这意味着管理职能在伊斯兰学校图书馆管理中的应用与公立学校图书馆管理在理论和实践上没有明显的区别。因此，有必要重建与一般教育管理理论完全不同的伊斯兰教育管理理论。
{"title":"Fungsi-Fungsi Manajemen di Perpustakaan Madrasah","authors":"Iwan Sopwandin, Nina Nurmila, W. Hidayat","doi":"10.32940/MJIEM.V2I1.117","DOIUrl":"https://doi.org/10.32940/MJIEM.V2I1.117","url":null,"abstract":"This study aims to reveal the application of the functions of management in managing libraries in madrasas. The location of the research was Madrasah Aliyah Negeri 2 Tasikmalaya, West Java. This study uses a qualitative approach. The type of qualitative research used a case study. Data were collected through observation, interviews and documents analysis. The results of the study show that the functions of management applied in managing the madrasah library include (1) preparation of the program; (2) implementation which is essentially service; (3) supervision carried out by Madrasah Heads and Library Heads, and; 4) evaluation. The functions of management that were applied in madrasah library management are relatively the same as the implementation of school library management functions in general. There was nothing typical of madrasa library management. It means that theoretically and practically there are no distinguishing factors in the application of the functions of management in managing madrasa libraries with library management in public schools. So, there are needs to be a reconstruction of the management theory of Islamic education that is completely different from the management theory of education in general.","PeriodicalId":331585,"journal":{"name":"Madrasa: Journal of Islamic Educational Management","volume":"463 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116527940","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}
Academic supervision carried out by the headmaster is done only once in a semester. The lack of implementation of guidance of school principals on educators in the preparation of design of learning implementation, mastery and delivery of teaching materials. This study aims to uncover the processes of planning, implementing, and evaluating the academic supervision at Al-Aqsha Jatinangor Junior High School plus, West Java, Indonesia. The research method used is qualitative. The results of the study show that (1) Academic supervision in Al-Aqsa Junior High School plus is planned using individual and group techniques carried out within one year; (2) implementation of academic supervision with individual techniques monitored through surveillance cameras that have been installed in each class. Individual supervision of 46 educators involved 4 senior teachers namely Apit Miftahudin, Oih Baihaqi, Apip Hadi Susanto, and Saidiman; (3) supervision evaluation is carried out at the end of semester meeting together with the entire academic community of the Al-Aqsa Junior High School plus. Focus on follow-up training on academic supervision results at the Al-Aqsa Junior High School plus regarding instrument learning devices;
由校长进行的学术监督每学期只进行一次。学校校长对教育工作者在学习实施的准备、设计、掌握和教材的发放等方面缺乏实施指导。本研究旨在揭示印度尼西亚西爪哇省Al-Aqsha Jatinangor初中+学业监督的规划、实施和评估过程。使用的研究方法是定性的。研究结果表明:(1)阿克萨初级中学的学业监督计划采用个人和团体技术，在一年内进行;(2)通过每班安装的监控摄像头，实施个别技术的学术监督。对46名教师进行个别督导，包括4名高级教师Apit mittahudin、Oih Baihaqi、Apip Hadi Susanto、Saidiman;(3)在学期末会议上与阿克萨初中的整个学术界一起进行督导评估。重点关注阿克萨初中学业督导结果的后续培训，以及关于乐器学习设备的培训;
{"title":"Teknik Supervisi Akademik di Sekolah Islam","authors":"Alfiyan Paramudita, I. Ridwan","doi":"10.32940/MJIEM.V2I1.91","DOIUrl":"https://doi.org/10.32940/MJIEM.V2I1.91","url":null,"abstract":"Academic supervision carried out by the headmaster is done only once in a semester. The lack of implementation of guidance of school principals on educators in the preparation of design of learning implementation, mastery and delivery of teaching materials. This study aims to uncover the processes of planning, implementing, and evaluating the academic supervision at Al-Aqsha Jatinangor Junior High School plus, West Java, Indonesia. The research method used is qualitative. The results of the study show that (1) Academic supervision in Al-Aqsa Junior High School plus is planned using individual and group techniques carried out within one year; (2) implementation of academic supervision with individual techniques monitored through surveillance cameras that have been installed in each class. Individual supervision of 46 educators involved 4 senior teachers namely Apit Miftahudin, Oih Baihaqi, Apip Hadi Susanto, and Saidiman; (3) supervision evaluation is carried out at the end of semester meeting together with the entire academic community of the Al-Aqsa Junior High School plus. Focus on follow-up training on academic supervision results at the Al-Aqsa Junior High School plus regarding instrument learning devices;","PeriodicalId":331585,"journal":{"name":"Madrasa: Journal of Islamic Educational Management","volume":"137 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116062320","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}
Some programs of Junior High School (SMP Muslimin 5 Kota bandung) were not implemented optimally because the position of teachers qualifications and competencies were not suitable for the mandate. In addition, double positions was unavoidable. This article aims to uncover the staffing process and the raising of double position phenomena in SMP Muslimini 5 Kota Bandung, West Java. The results showed that staffing had an impact on the raising of double positions. Double positions cannot be avoided because of the demands of fulfilling teaching hours, avoiding job vacancies and learning, inequality of competencies and potential teachers and the need for promotion and regeneration. Double or multiple positions have not optimized the potential SMP Muslimin 5 Bandung as an Islamic education institution (Islamic school). Positions related to the implementation of Islamic religious education have not attracted the interest of the teachers who wish to promote such as being the supervisor of the Madrasah Science Competition and Islamic religious extracurricular coaches.
一些初中课程(SMP Muslimin 5 Kota bandung)没有得到最佳实施，因为教师资格和能力的地位不适合任务。此外，双重立场是不可避免的。本文旨在揭示人员配置过程和提高双重立场的现象在SMP穆斯林5哥打万隆，西爪哇。结果表明，人员编制对双职位的提高有影响。由于满足教学时数的要求、避免职位空缺和学习、能力和潜在教师的不平等以及晋升和更新的需要，双重职位是无法避免的。双重或多重职位并没有优化SMP作为伊斯兰教育机构(伊斯兰学校)的潜力。与实施伊斯兰宗教教育有关的职位并没有吸引那些希望晋升的教师的兴趣，比如伊斯兰学校科学竞赛的主管和伊斯兰宗教课外教练。
{"title":"Staffing dan Fenomena Rangkap Jabatan di Sekolah Islam","authors":"Inten Nurmalasari, Ari Prayoga, Irawan Irawan","doi":"10.32940/MJIEM.V2I1.111","DOIUrl":"https://doi.org/10.32940/MJIEM.V2I1.111","url":null,"abstract":"Some programs of Junior High School (SMP Muslimin 5 Kota bandung) were not implemented optimally because the position of teachers qualifications and competencies were not suitable for the mandate. In addition, double positions was unavoidable. This article aims to uncover the staffing process and the raising of double position phenomena in SMP Muslimini 5 Kota Bandung, West Java. The results showed that staffing had an impact on the raising of double positions. Double positions cannot be avoided because of the demands of fulfilling teaching hours, avoiding job vacancies and learning, inequality of competencies and potential teachers and the need for promotion and regeneration. Double or multiple positions have not optimized the potential SMP Muslimin 5 Bandung as an Islamic education institution (Islamic school). Positions related to the implementation of Islamic religious education have not attracted the interest of the teachers who wish to promote such as being the supervisor of the Madrasah Science Competition and Islamic religious extracurricular coaches.","PeriodicalId":331585,"journal":{"name":"Madrasa: Journal of Islamic Educational Management","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133244151","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 success of pondok pesantren depends on the expertise, depth of knowledge, authority, managerial, and skills of the kiai as a Central figure in pesantren. This study aims to reveal the role, function, and leadership characteristics of scholars in the Pondok Pesantren Universal Al-Islami Bandung (PPMU) or Ma'had Universal Al-Islamy. This study uses qualitative methods through a case study approach with single-case design. The results of the study show that (1) the leadership role of kiai as an architecture, educator, manager, administrator, entrepreneur, climator, Agent of Social Control and Relationship is implemented in the agenda and internal program of pesantren institutions; (2) the leadership function is carried out by internalizing the vision and mission of the institution, the team building of pesantren human resources, the decision making organization and external control conflict of the pesantren through activities with the civitas, the entire pesantren community and around; (3) leadership characteristics that arise according to the implementation of its function roles are religious charismatic, intellectual, trustworthy and social humanist.
庞德传教士的成功取决于作为传教士中心人物的kiai的专业知识、知识深度、权威、管理和技能。本研究旨在揭示Pondok Pesantren Universal Al-Islami Bandung (PPMU)或Ma'had Universal Al-Islami学者的角色、功能和领导特征。本研究采用定性方法，通过个案研究的方法与单案例设计。研究结果表明:(1)企业家作为建筑师、教育者、管理者、管理者、企业家、气候者、社会控制和关系代理人的领导角色在代表机构的议程和内部计划中得以实现;(2)领导职能是通过与市民、整个参事社区及周边的活动，内化参事机构的愿景和使命、参事人力资源的团队建设、参事的决策组织和外部控制冲突来实现的;(3)根据其职能角色的执行而产生的领导特征为宗教魅力型、知识型、信得过型和社会人文型。
{"title":"Kiai Pondok Pesantren Mahasiswa","authors":"Ari Prayoga, Ima Siti Mukarromah","doi":"10.32940/mjiem.v1i0.72","DOIUrl":"https://doi.org/10.32940/mjiem.v1i0.72","url":null,"abstract":"The success of pondok pesantren depends on the expertise, depth of knowledge, authority, managerial, and skills of the kiai as a Central figure in pesantren. This study aims to reveal the role, function, and leadership characteristics of scholars in the Pondok Pesantren Universal Al-Islami Bandung (PPMU) or Ma'had Universal Al-Islamy. This study uses qualitative methods through a case study approach with single-case design. The results of the study show that (1) the leadership role of kiai as an architecture, educator, manager, administrator, entrepreneur, climator, Agent of Social Control and Relationship is implemented in the agenda and internal program of pesantren institutions; (2) the leadership function is carried out by internalizing the vision and mission of the institution, the team building of pesantren human resources, the decision making organization and external control conflict of the pesantren through activities with the civitas, the entire pesantren community and around; (3) leadership characteristics that arise according to the implementation of its function roles are religious charismatic, intellectual, trustworthy and social humanist. ","PeriodicalId":331585,"journal":{"name":"Madrasa: Journal of Islamic Educational Management","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131689279","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 uncover the situation and conditions for the implementation of Pendidikan Diniyah Formal (PDF) or Formal Religious Education (PRE) management, especially in West Java, as the epicenter of Indonesian Islamic education. However, every year there are students who resign from PDF, which is basically unusual for students studying in formal education. This study uses a qualitative method. Data was collected through interview, document studies and observations. The study was carried out in PRE Al-Jawahir and Al-Masturiyah. The results of the study show that the PRE, besides being held by madrassas (Islamic formal education), can also be organized by pesantren (non-formal Islamic boarding schools). In fact, they got two proofs of graduating formal education in the form of a Wathani Certificate that is equivalent to a National Examination Result Certificate (NERC), and a diploma (graduation certificate). Both proofs of graduation were signed by the head of the PRE and the head of the boarding school. Santri (student) PRE Wushto learns face-to-face in class as much as 52 lessons each week with an allocation of 40 minutes lesson time. Santri PRE Ulya as many as 53 hours, with an allocation of 45 minutes/lesson hours. Face-to-face learning is outside the campus activities such as the traditional text book study, tahfidz al Qur'an and extracurricular activities.
本研究旨在揭示Pendidikan Diniyah Formal (PDF)或Formal Religious Education (PRE)管理的实施情况和条件，特别是在西爪哇作为印度尼西亚伊斯兰教育的中心。然而，每年都有学生从PDF辞职，这对于接受正规教育的学生来说基本上是不寻常的。本研究采用定性方法。通过访谈、文献研究和观察收集数据。这项研究在PRE - jawahir和Al-Masturiyah进行。研究结果表明，PRE除了由madrassas(伊斯兰正规教育)举办外，也可以由pesantren(非正规伊斯兰寄宿学校)组织。事实上，他们获得了两种形式的正式教育毕业证明，即相当于国家考试成绩证书(NERC)的Wathani证书和文凭(毕业证书)。两份毕业证明都是由PRE的负责人和寄宿学校的负责人签署的。Santri(学生)PRE武术每周面对面学习多达52节课，每节课分配40分钟。Santri PRE Ulya多达53个小时，每节课分配45分钟。面对面的学习是校园外的活动，如传统的课本学习，古兰经和课外活动。
{"title":"Manajemen Pendidikan Diniyah Formal","authors":"R. Dewi, Jetro Limbong","doi":"10.32940/MJIEM.V1I0.51","DOIUrl":"https://doi.org/10.32940/MJIEM.V1I0.51","url":null,"abstract":"This study aims to uncover the situation and conditions for the implementation of Pendidikan Diniyah Formal (PDF) or Formal Religious Education (PRE) management, especially in West Java, as the epicenter of Indonesian Islamic education. However, every year there are students who resign from PDF, which is basically unusual for students studying in formal education. This study uses a qualitative method. Data was collected through interview, document studies and observations. The study was carried out in PRE Al-Jawahir and Al-Masturiyah. The results of the study show that the PRE, besides being held by madrassas (Islamic formal education), can also be organized by pesantren (non-formal Islamic boarding schools). In fact, they got two proofs of graduating formal education in the form of a Wathani Certificate that is equivalent to a National Examination Result Certificate (NERC), and a diploma (graduation certificate). Both proofs of graduation were signed by the head of the PRE and the head of the boarding school. Santri (student) PRE Wushto learns face-to-face in class as much as 52 lessons each week with an allocation of 40 minutes lesson time. Santri PRE Ulya as many as 53 hours, with an allocation of 45 minutes/lesson hours. Face-to-face learning is outside the campus activities such as the traditional text book study, tahfidz al Qur'an and extracurricular activities.","PeriodicalId":331585,"journal":{"name":"Madrasa: Journal of Islamic Educational Management","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124931219","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 target of managing `ustāż (Islamic Educators) at the Ummul Quro Al-Islami, Modern Islamic Boarding School (PMUQI) is not clearly defined. Teachers who teach are often not in accordance with postgraduate qualifications. Teacher salaries are often deducted. This study aims to reveal the processes of recruitment, selection, placement, training, assessment and salary/compensation of educators in PMUQI Bogor, West Java, Indonesia. The research method used is a qualitative method. The results of the study show that (1) the recruitment of educators always considers the increase in the number of santri and the number of classes each year, prioritizing alumni; (2) selection is done by collecting administrative files and interviews. There is no test in the selection of teaching staff; (3) placement non test is adjusted to educational qualifications and the ability of educators; (4) training and development are carried out in Islamic boarding schools and madrasas; (5) performance appraisal is carried out by establishing an Honorary Board of Teachers (HBT) and giving performance assessment report cards from foundations and pesantren, (6) giving salary to educators based on length of service, structural positions, teaching hours and educational qualifications.
{"title":"Manajemen `Ustāż dan `Ustāżah di Pesantren Modern","authors":"Maria Ulfa, Irawan Irawan","doi":"10.32940/MJIEM.V1I0.1","DOIUrl":"https://doi.org/10.32940/MJIEM.V1I0.1","url":null,"abstract":"The target of managing `ustāż (Islamic Educators) at the Ummul Quro Al-Islami, Modern Islamic Boarding School (PMUQI) is not clearly defined. Teachers who teach are often not in accordance with postgraduate qualifications. Teacher salaries are often deducted. This study aims to reveal the processes of recruitment, selection, placement, training, assessment and salary/compensation of educators in PMUQI Bogor, West Java, Indonesia. The research method used is a qualitative method. The results of the study show that (1) the recruitment of educators always considers the increase in the number of santri and the number of classes each year, prioritizing alumni; (2) selection is done by collecting administrative files and interviews. There is no test in the selection of teaching staff; (3) placement non test is adjusted to educational qualifications and the ability of educators; (4) training and development are carried out in Islamic boarding schools and madrasas; (5) performance appraisal is carried out by establishing an Honorary Board of Teachers (HBT) and giving performance assessment report cards from foundations and pesantren, (6) giving salary to educators based on length of service, structural positions, teaching hours and educational qualifications.","PeriodicalId":331585,"journal":{"name":"Madrasa: Journal of Islamic Educational Management","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127292746","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 application of management functions in scout extracurricular activities in these three schools differs according to the policies of the madrasa head and the madrasa/school culture so that the output is different. This study aims to describe management functions in three madrasas/schools, starting from planning, organizing, actuating and controlling extracurricular. The research method used is qualitative. The results of the study indicate that (1) Planning includes activities to determine extracurricular goals, extracurricular goals, activities schedule and extracurricular coaches; (2) Organizing includes division of tasks, cooperation built with external parties and grouping of students; 3) Mobilization includes the implementation of extracurricular activities, participation of students and the assessment system of students; 4) Controlling is carried out with oral and written reporting.
{"title":"Fungsi-Fungsi Manajemen dalam Kegiatan Ekstrakurikuler Pramuka di Madrasah","authors":"Mia Nurdiana","doi":"10.32940/mjiem.v1i0.2","DOIUrl":"https://doi.org/10.32940/mjiem.v1i0.2","url":null,"abstract":"The application of management functions in scout extracurricular activities in these three schools differs according to the policies of the madrasa head and the madrasa/school culture so that the output is different. This study aims to describe management functions in three madrasas/schools, starting from planning, organizing, actuating and controlling extracurricular. The research method used is qualitative. The results of the study indicate that (1) Planning includes activities to determine extracurricular goals, extracurricular goals, activities schedule and extracurricular coaches; (2) Organizing includes division of tasks, cooperation built with external parties and grouping of students; 3) Mobilization includes the implementation of extracurricular activities, participation of students and the assessment system of students; 4) Controlling is carried out with oral and written reporting.","PeriodicalId":331585,"journal":{"name":"Madrasa: Journal of Islamic Educational Management","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130298536","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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