Pub Date : 2019-02-20DOI: 10.14421/skijier.2018.2018.21.06
Apriyani Lestari Kudadiri
Abstract: This study analyzes the obstacles or difficulties in teaching Islamic religion, especially in Kindergarten. The goal is to find out what are the obstacles and difficulties for teachers in delivering Islamic teachings to early childhood. The data are collected from are two Kindergarten i.e. Mashitoh Kentagen and Hidayatul Qur'an. The researcher analyzes the difficulties experienced by the teacher along with efforts to overcome them. The method used in this data collection is the method of observation, interviews, and documentation. The results of this study contributed in the form of material deepening models that can answer the problems of Core Competencies (Kompetensi Inti-KI) 1 and 2. This deepening model of Islamic Education material is seen from eight types of learning proposed by Robert M. Gagne. The eight types are signal learning, stimulus-response learning, chaining (chain sequence), verbal association, discrimination learning (learning to distinguish), concept learning, rule learning and problem-solving.
摘要:本研究分析了伊斯兰教教学的障碍或困难，特别是在幼儿园。目的是找出教师在向幼儿传授伊斯兰教义时遇到的障碍和困难。数据来自两个幼儿园，即masitoh Kentagen和Hidayatul Qur'an。研究者分析了教师所经历的困难以及克服困难的努力。在数据收集中使用的方法是观察法、访谈法和文献法。本研究的结果以材料深化模型的形式作出贡献，可以回答核心竞争力(Kompetensi Inti-KI) 1和2的问题。这种伊斯兰教育材料的深化模式可以从Robert M. Gagne提出的八种学习类型中看到。这八种学习类型是信号学习、刺激-反应学习、连锁(链序列)、言语联想、辨别学习(学习区分)、概念学习、规则学习和问题解决。
{"title":"ENRICHING THE ISLAMIC EDUCATION MATERIAL TO INCREASE CHILD AFFECTIVE USING TYPES OF LEARNING OF ROBERT M. GAGNE","authors":"Apriyani Lestari Kudadiri","doi":"10.14421/skijier.2018.2018.21.06","DOIUrl":"https://doi.org/10.14421/skijier.2018.2018.21.06","url":null,"abstract":"Abstract: This study analyzes the obstacles or difficulties in teaching Islamic religion, especially in Kindergarten. The goal is to find out what are the obstacles and difficulties for teachers in delivering Islamic teachings to early childhood. The data are collected from are two Kindergarten i.e. Mashitoh Kentagen and Hidayatul Qur'an. The researcher analyzes the difficulties experienced by the teacher along with efforts to overcome them. The method used in this data collection is the method of observation, interviews, and documentation. The results of this study contributed in the form of material deepening models that can answer the problems of Core Competencies (Kompetensi Inti-KI) 1 and 2. This deepening model of Islamic Education material is seen from eight types of learning proposed by Robert M. Gagne. The eight types are signal learning, stimulus-response learning, chaining (chain sequence), verbal association, discrimination learning (learning to distinguish), concept learning, rule learning and problem-solving.","PeriodicalId":34249,"journal":{"name":"Sunan Kalijaga International Journal of Islamic Civilization","volume":"99 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88089395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.14421/skijier.2018.2018.21.02
M. Fadhli, Sangkot Sirait
Abstract: The article is intended to describe the religious tolerance perspective of many teachers from different religions in Primary Education (Sekolah Dasar-SD) Remaja Parakan, Temanggung; to know how the implementation of religious tolerance in the school; and to figure out how the implications of religious tolerance towards the attitude of learners religiosity in the school. By using qualitative methods, data are collected by interviews, observation, and documentation, and analyzed in according do Milles and Hubberman. The article finds that: First, the teacher of Islamic education declares the tolerance is an attitude of mutual respect for various beliefs or religions. Meanwhile, according to the teacher of Christian education, religious tolerance is one's belief in eliminating the ego by respecting other people without looking at their religions. In other words, religious tolerance is an understanding that teaches life to respect the right to freedom of religion. Furthermore, according to the teacher of Buddhist Education, religious tolerance is socializing in the community without carrying religious labels. Second, the internalization of religious tolerance at the school is already quite good, and this is evidenced by the absence of conflict in the name of religion. Third, generally, the religious attitude of students is included in the category of inclusive religious attitudes.
{"title":"RELIGIOUS TOLERANCE: PERSPECTIVE OF TEACHERS FROM DIFFERENT RELIGIONS IN ELEMENTARY EDUCATION (SD) REMAJA PARAKAN TEMANGGUNG","authors":"M. Fadhli, Sangkot Sirait","doi":"10.14421/skijier.2018.2018.21.02","DOIUrl":"https://doi.org/10.14421/skijier.2018.2018.21.02","url":null,"abstract":"Abstract: The article is intended to describe the religious tolerance perspective of many teachers from different religions in Primary Education (Sekolah Dasar-SD) Remaja Parakan, Temanggung; to know how the implementation of religious tolerance in the school; and to figure out how the implications of religious tolerance towards the attitude of learners religiosity in the school. By using qualitative methods, data are collected by interviews, observation, and documentation, and analyzed in according do Milles and Hubberman. The article finds that: First, the teacher of Islamic education declares the tolerance is an attitude of mutual respect for various beliefs or religions. Meanwhile, according to the teacher of Christian education, religious tolerance is one's belief in eliminating the ego by respecting other people without looking at their religions. In other words, religious tolerance is an understanding that teaches life to respect the right to freedom of religion. Furthermore, according to the teacher of Buddhist Education, religious tolerance is socializing in the community without carrying religious labels. Second, the internalization of religious tolerance at the school is already quite good, and this is evidenced by the absence of conflict in the name of religion. Third, generally, the religious attitude of students is included in the category of inclusive religious attitudes.","PeriodicalId":34249,"journal":{"name":"Sunan Kalijaga International Journal of Islamic Civilization","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84523950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-30DOI: 10.14421/SKIJIC.V1I2.1364
Lien Iffah Naf’atu Fina
This paper re-examines the claim of unity and universality of Islamic art, whose discussion usually disregards Islamic art and architecture in the Southeast Asian context. The question raised is where Islamic art in the Malay world should be put before the claim of the unity and universality of Islamic art and whether this claim is, thus, still valid. To meet this objective, the two heritages of Javanese Islamic art, Demak and Cirebon mosques and wayang, are presented and analyzed before such universal claim and pre-Islamic Javanese art. These Javanese expressions have unique features compared to those from the older Muslim world. The mosques lack geometric ornamentation and Qur’anic calligraphic decoration, and are rich with symbolism. However, both the mosques and wayang also clearly express the figurative designs. Thus, this paper argues that instead of geometric designs as the unified character of Islamic art as some argue, it should be the abstraction of motifs. This way, the universal claim of Islamic art accommodates the artistic expressions from the wider regions, including those from Southeast Asia. Besides the abstraction, these Javanese artistic expressions also shares other universal character of traditional development of Islamic art; its ability to always considering the local tradition while maintaining the basic principle of Islamic art. Javanese Islamic art is both Islamic and uniquely Javanese. In the midst of globalization and the contemporary tendency towards “Islamic authentication” by importing culture and tradition from the Middle East, including the mosque architecture, the latter character is vital. It tells that any direct import and implantation of other or foreign traditions to a certain region without any process of considering the local tradition and context has no basis and legitimation in Islamic artistic tradition.
{"title":"Southeast Asian Islamic Art and Architecture: Re-Examining The Claim of the Unity and Universality of Islamic Art","authors":"Lien Iffah Naf’atu Fina","doi":"10.14421/SKIJIC.V1I2.1364","DOIUrl":"https://doi.org/10.14421/SKIJIC.V1I2.1364","url":null,"abstract":"This paper re-examines the claim of unity and universality of Islamic art, whose discussion usually disregards Islamic art and architecture in the Southeast Asian context. The question raised is where Islamic art in the Malay world should be put before the claim of the unity and universality of Islamic art and whether this claim is, thus, still valid. To meet this objective, the two heritages of Javanese Islamic art, Demak and Cirebon mosques and wayang, are presented and analyzed before such universal claim and pre-Islamic Javanese art. These Javanese expressions have unique features compared to those from the older Muslim world. The mosques lack geometric ornamentation and Qur’anic calligraphic decoration, and are rich with symbolism. However, both the mosques and wayang also clearly express the figurative designs. Thus, this paper argues that instead of geometric designs as the unified character of Islamic art as some argue, it should be the abstraction of motifs. This way, the universal claim of Islamic art accommodates the artistic expressions from the wider regions, including those from Southeast Asia. Besides the abstraction, these Javanese artistic expressions also shares other universal character of traditional development of Islamic art; its ability to always considering the local tradition while maintaining the basic principle of Islamic art. Javanese Islamic art is both Islamic and uniquely Javanese. In the midst of globalization and the contemporary tendency towards “Islamic authentication” by importing culture and tradition from the Middle East, including the mosque architecture, the latter character is vital. It tells that any direct import and implantation of other or foreign traditions to a certain region without any process of considering the local tradition and context has no basis and legitimation in Islamic artistic tradition.","PeriodicalId":34249,"journal":{"name":"Sunan Kalijaga International Journal of Islamic Civilization","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42812457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-30DOI: 10.14421/SKIJIC.V1I2.1343
Bermawy Munthe
The object of this article is a novel of Najib Mahfuz entitled al-Thula@thiyah by utilizing the formal object of genesis structuralism theory, which states that an article especially a masterpiece is an expression of the writers’ view on the world, the human facts, the collective subject, and a historicity. This article has found that Najib Mahfuz indirectly states in his masterpiece al-Thula@thiyah that the change from traditional roles of the Egyptian women into the social roles of the Egyptian new women might be based on three pillars of approaches having mutual synergy those are the evolutionary and gradual approach, the assertive and persuasive approach, and the education process approach. Applying those three approaches, Najib examines that the change and improvement of the Egyptian new women require a long process divided into three generations as follows: Bain al-Qas}rain generation (October 1917 – April 1919), Qas{r al-Shauq generation (July 1924 – August 1927), and al-Sukkariyah generation (January 1935 – 1944). Najib Mahfuz examines that the change in the Eygptian women is an absoluteness that is through a polite education. Moreover, he examines that higher education for women is life necessities for their future time. According to Najib Mahfuz, the vision of education is one bridge of change although this opportunity has not been opened yet for the third generation of Egyptian women. They think that high education is divided into four perspectives as follows: it is the life necessities, it is a prohibition although it gives opportunities, it may cause difficulties in finding a husband especially for those who are not beautiful, and it is not a must because the basic education is enough.
{"title":"Najib Mahfuz’s Thought: Approach to A Change of Role of Egyptian Women in Thulathiyah (Trilogy)","authors":"Bermawy Munthe","doi":"10.14421/SKIJIC.V1I2.1343","DOIUrl":"https://doi.org/10.14421/SKIJIC.V1I2.1343","url":null,"abstract":"The object of this article is a novel of Najib Mahfuz entitled al-Thula@thiyah by utilizing the formal object of genesis structuralism theory, which states that an article especially a masterpiece is an expression of the writers’ view on the world, the human facts, the collective subject, and a historicity. This article has found that Najib Mahfuz indirectly states in his masterpiece al-Thula@thiyah that the change from traditional roles of the Egyptian women into the social roles of the Egyptian new women might be based on three pillars of approaches having mutual synergy those are the evolutionary and gradual approach, the assertive and persuasive approach, and the education process approach. Applying those three approaches, Najib examines that the change and improvement of the Egyptian new women require a long process divided into three generations as follows: Bain al-Qas}rain generation (October 1917 – April 1919), Qas{r al-Shauq generation (July 1924 – August 1927), and al-Sukkariyah generation (January 1935 – 1944). Najib Mahfuz examines that the change in the Eygptian women is an absoluteness that is through a polite education. Moreover, he examines that higher education for women is life necessities for their future time. According to Najib Mahfuz, the vision of education is one bridge of change although this opportunity has not been opened yet for the third generation of Egyptian women. They think that high education is divided into four perspectives as follows: it is the life necessities, it is a prohibition although it gives opportunities, it may cause difficulties in finding a husband especially for those who are not beautiful, and it is not a must because the basic education is enough.","PeriodicalId":34249,"journal":{"name":"Sunan Kalijaga International Journal of Islamic Civilization","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44452194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-30DOI: 10.14421/SKIJIC.V1I2.1344
Imron Rosidi, M. Maulana, K. Khotimah
This paper aims to examine the extent to which a Muslim society in Indonesia solves its conflict. By using a Muslim society in Riau as a case study, this article argues that the society observed has a unique characteristic which may differ from other Muslim societies in other regions. It proposes that, in this community, the negotiation is done silently to shape the peaceful social interaction and harmonious relationship. In fact, the conflict within this society is actually corrosive when the elites have basically different education background categorized into Pesantren and University graduates making diverse ideas about religious and educational issues. The conflict is identified to be hybrid as it is not solely religious or non-religious matters. The political dimension is influential which deconstructs the meaning of charismatic leader in this society. The authority of local kiyai or kiyai kampong is renegotiated by ordinary people when the kiyai is invited to be involved in the political contest by politicians. This article provides an insight on how local Islam has proposed a best example of peaceful conflict resolution in Indonesia. It demonstrates the uniqueness of Indonesian Muslims’ way to solve their internal conflict.
{"title":"Conflict and Its Resolution in Indonesian Islam: A Case Study of a Javanese Muslim Society in Riau","authors":"Imron Rosidi, M. Maulana, K. Khotimah","doi":"10.14421/SKIJIC.V1I2.1344","DOIUrl":"https://doi.org/10.14421/SKIJIC.V1I2.1344","url":null,"abstract":"This paper aims to examine the extent to which a Muslim society in Indonesia solves its conflict. By using a Muslim society in Riau as a case study, this article argues that the society observed has a unique characteristic which may differ from other Muslim societies in other regions. It proposes that, in this community, the negotiation is done silently to shape the peaceful social interaction and harmonious relationship. In fact, the conflict within this society is actually corrosive when the elites have basically different education background categorized into Pesantren and University graduates making diverse ideas about religious and educational issues. The conflict is identified to be hybrid as it is not solely religious or non-religious matters. The political dimension is influential which deconstructs the meaning of charismatic leader in this society. The authority of local kiyai or kiyai kampong is renegotiated by ordinary people when the kiyai is invited to be involved in the political contest by politicians. This article provides an insight on how local Islam has proposed a best example of peaceful conflict resolution in Indonesia. It demonstrates the uniqueness of Indonesian Muslims’ way to solve their internal conflict.","PeriodicalId":34249,"journal":{"name":"Sunan Kalijaga International Journal of Islamic Civilization","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43464482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-21DOI: 10.14421/skijier.2017.2017.11-02
Imam Machali, Efi tri Astuti
Assessment is a key component for knowing the effectiveness ofthe learning process. The assessment method should have relevance withthe curriculum that applied in the educational institution. In the 2013curriculum, the relevant assessment method is an authentic assessment.This authentic assessment method measures the competence of attitudes,skills and knowledge of the students based on their processes and outcomes.This method is different with the previous curriculum assessment methodsthat always emphasize cognitive competence (knowledge) and tend to beoriented to exam results, in authentic assessment teachers always payattention to the balance competency between attitude competencyassessment, knowledge and skills that agree with the development ofcharacteristics according of student's steps. Based on the research,implementation of the authentic assessment at MIN Sidoarjo Pacitan didn’toptimally. Caused, the teacher’s ability of technical authentic assessment arenot capable.
{"title":"IMPLEMENTATION OF INTEGRATED AUTHENTIC THEMATIC ASSESSMENT IN THE 2013 CURRICULUM AT MIN SIDOARJO PACITAN 2016/2017","authors":"Imam Machali, Efi tri Astuti","doi":"10.14421/skijier.2017.2017.11-02","DOIUrl":"https://doi.org/10.14421/skijier.2017.2017.11-02","url":null,"abstract":"Assessment is a key component for knowing the effectiveness ofthe learning process. The assessment method should have relevance withthe curriculum that applied in the educational institution. In the 2013curriculum, the relevant assessment method is an authentic assessment.This authentic assessment method measures the competence of attitudes,skills and knowledge of the students based on their processes and outcomes.This method is different with the previous curriculum assessment methodsthat always emphasize cognitive competence (knowledge) and tend to beoriented to exam results, in authentic assessment teachers always payattention to the balance competency between attitude competencyassessment, knowledge and skills that agree with the development ofcharacteristics according of student's steps. Based on the research,implementation of the authentic assessment at MIN Sidoarjo Pacitan didn’toptimally. Caused, the teacher’s ability of technical authentic assessment arenot capable.","PeriodicalId":34249,"journal":{"name":"Sunan Kalijaga International Journal of Islamic Civilization","volume":"84 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87851321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-21DOI: 10.14421/skijier.2017.2017.11-06
Sukiman Hakim
This article is the result of qualitative research conducted in five State Islamic Elementary Schools (MIN) in Yogyakarta Special Region. This article is aimed to elaborate critically the impact of integrative thematic learning implementation for the development of competencies of learners and teachers. The findings in this paper are: first, the implementation of integrative thematic learning at The State Islamic Elementary School (MIN) has a positive impact for the development of students' critical and creative attitude and critical thinking skill. The weakness of this research result is that the mastery of learners on the concept/subject matter is still poor. Second, the implementation of integrative thematic learning at State Islamic Elementary School (MIN) has a positive impact on teacher competence improvement, namely: (1) encouraging teachers to keep learning well related to integrative thematic learning concepts, learning materials, learning models, learning strategies / methods, media development and sources learning, and assessment;(2) encouraging teachers to prepare for more mature learning; and (3) encourage teachers to further enhance cooperation with peers and parents/ guardians of learners.
{"title":"IMPLEMENTATION IMPACT OF INTEGRATIVE THEMATIC LEARNING FOR DEVELOPING THE STUDENT AND TEACHER’S COMPETENCIES IN THE ISLAMIC ELEMENTARY SCHOOL (MADRASAH IBTIDAIYAH) IN YOGYAKARTA SPECIAL REGION","authors":"Sukiman Hakim","doi":"10.14421/skijier.2017.2017.11-06","DOIUrl":"https://doi.org/10.14421/skijier.2017.2017.11-06","url":null,"abstract":"This article is the result of qualitative research conducted in five State Islamic Elementary Schools (MIN) in Yogyakarta Special Region. This article is aimed to elaborate critically the impact of integrative thematic learning implementation for the development of competencies of learners and teachers. The findings in this paper are: first, the implementation of integrative thematic learning at The State Islamic Elementary School (MIN) has a positive impact for the development of students' critical and creative attitude and critical thinking skill. The weakness of this research result is that the mastery of learners on the concept/subject matter is still poor. Second, the implementation of integrative thematic learning at State Islamic Elementary School (MIN) has a positive impact on teacher competence improvement, namely: (1) encouraging teachers to keep learning well related to integrative thematic learning concepts, learning materials, learning models, learning strategies / methods, media development and sources learning, and assessment;(2) encouraging teachers to prepare for more mature learning; and (3) encourage teachers to further enhance cooperation with peers and parents/ guardians of learners.","PeriodicalId":34249,"journal":{"name":"Sunan Kalijaga International Journal of Islamic Civilization","volume":"98 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77023830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-21DOI: 10.14421/skijier.2017.2017.11-04
Maemonah Maemonah, Siti Anisatun Nafi'ah
Discourse models or contextual approaches as part of the learning concept, which is still dwelling on the dimension of implementation either in the context of certain subjects or in the context of a particular class or school. Such in current conditions the assumption from educators’ scopes that contextual learning as something perfect, independent and in accordance with the present reality. The limitation of understanding gives impact to a closed mind. By those reasons, this paper seeks to explore the idea of contextual learning or which is often called as Contextual Teaching and Learning (CTL) both in terms of historical and philosophical dimensions. Based on the historical approach, contextual learning as a solution as well as a criticism of the stagnation of the constructivism flow in the face of global competition in the third era nowadays. However, the root of pragmatism is very strong in contextual learning. Therefore, in terms of philosophy, the discourse of contextual learning has been focused on the issue of education substance rather than the education values so that in the realm of its application in Indonesia, contextual learning should be given a critical note to be truly in accordance with the culture and behavior of Indonesian society.
{"title":"CONTEXTUAL LEARNING FOR BASIC EDUCATION: THE HISTORY AND PHILOSOPHY","authors":"Maemonah Maemonah, Siti Anisatun Nafi'ah","doi":"10.14421/skijier.2017.2017.11-04","DOIUrl":"https://doi.org/10.14421/skijier.2017.2017.11-04","url":null,"abstract":"Discourse models or contextual approaches as part of the learning concept, which is still dwelling on the dimension of implementation either in the context of certain subjects or in the context of a particular class or school. Such in current conditions the assumption from educators’ scopes that contextual learning as something perfect, independent and in accordance with the present reality. The limitation of understanding gives impact to a closed mind. By those reasons, this paper seeks to explore the idea of contextual learning or which is often called as Contextual Teaching and Learning (CTL) both in terms of historical and philosophical dimensions. Based on the historical approach, contextual learning as a solution as well as a criticism of the stagnation of the constructivism flow in the face of global competition in the third era nowadays. However, the root of pragmatism is very strong in contextual learning. Therefore, in terms of philosophy, the discourse of contextual learning has been focused on the issue of education substance rather than the education values so that in the realm of its application in Indonesia, contextual learning should be given a critical note to be truly in accordance with the culture and behavior of Indonesian society.","PeriodicalId":34249,"journal":{"name":"Sunan Kalijaga International Journal of Islamic Civilization","volume":"152 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77119938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-20DOI: 10.14421/skijier.2017.2017.11-08
Aninditya Nugraheni, S. Sugiharto
Education world cannot be separated from psychology of education. Scholarly relevant to psychology of education is crucial to be understood by each educator. However, seeing the existing phenomena, there are many educators who lack of comprehension on it. The researcher finds discrepancy between the educator’s action and the existing psychological theory. Learners deserve and have to obtain skill and science which are appropriate with their age. Therefore, the researcher conduct a research towards educators on the understanding in psychology of education concerning reading and writing skill for learners in Primary School/MI age. Based on the research conducted by the researcher, data which is obtained by four private MIs by using interview towards 25 educators who are scholars, it can be drawn a conclusion that most of them have not comprehended the skill which is appropriate with Primary School/MI learners of 1st grade. For instance, they agree to carry out reading and writing test as the requirement to register the Primary School/MI which is 70%. It is discussed in Act Number 20 Year 2003 on National Education System. On Paragraph 3 of Article 69, it is mentioned that Learners Admissions of 1st grade of Primary School/MI or other equal school is not based on the result of reading, writing, calculating and other types of test. Furthermore, concerning learners’ readng and writting skill of certain age, 75% of them answer in the end of childhood period, 20% of them answer in the beginning of 1st grade and the others, which is 5% of them answer in the beginning of 1st grade or ahead of the second grade. 5% of them asnwer on the period between the first and second grade. It indicates the need of government’s socialization associated with psychology of education towards educators.
{"title":"EDUCATION PSYCHOLOGICAL UNDERSTANDING ON MADRASAH IBTIDAIYAH EDUCATORS IN BANTUL","authors":"Aninditya Nugraheni, S. Sugiharto","doi":"10.14421/skijier.2017.2017.11-08","DOIUrl":"https://doi.org/10.14421/skijier.2017.2017.11-08","url":null,"abstract":"Education world cannot be separated from psychology of education. Scholarly relevant to psychology of education is crucial to be understood by each educator. However, seeing the existing phenomena, there are many educators who lack of comprehension on it. The researcher finds discrepancy between the educator’s action and the existing psychological theory. Learners deserve and have to obtain skill and science which are appropriate with their age. Therefore, the researcher conduct a research towards educators on the understanding in psychology of education concerning reading and writing skill for learners in Primary School/MI age. Based on the research conducted by the researcher, data which is obtained by four private MIs by using interview towards 25 educators who are scholars, it can be drawn a conclusion that most of them have not comprehended the skill which is appropriate with Primary School/MI learners of 1st grade. For instance, they agree to carry out reading and writing test as the requirement to register the Primary School/MI which is 70%. It is discussed in Act Number 20 Year 2003 on National Education System. On Paragraph 3 of Article 69, it is mentioned that Learners Admissions of 1st grade of Primary School/MI or other equal school is not based on the result of reading, writing, calculating and other types of test. Furthermore, concerning learners’ readng and writting skill of certain age, 75% of them answer in the end of childhood period, 20% of them answer in the beginning of 1st grade and the others, which is 5% of them answer in the beginning of 1st grade or ahead of the second grade. 5% of them asnwer on the period between the first and second grade. It indicates the need of government’s socialization associated with psychology of education towards educators.","PeriodicalId":34249,"journal":{"name":"Sunan Kalijaga International Journal of Islamic Civilization","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81557846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-20DOI: 10.14421/skijier.2017.2017.11-03
S. Fatonah, Z. Prasetyo
This research aims to commonly analyze the implementation model of science learning for early childhood, and presets the illustration about naturalist intelligence on early childhood. This research is also explained the effectiveness from the implementation model of science learning to improve naturalist intelligence in TK (Kindergarten) Masjid Syuhada Yogyakarta. This research uses qualitative research method which is directed to field research. The data that are used to this research are obtained from observation, collecting from field, interview, and documentation. Based on the research result, it can be concluded that; Firstly, the methods in implementing the science learning for early childhood in TK Masjid Syuhada use methods such as playing, telling story, exemplary, habituation, excursion, demonstration, project and question and answer method. Secondly, naturalist intelligence that can be seen from the science learning is that the children can identify animals and plants around them, they have high interest to the others and nature preservation, love about farming, care to the pets, love to have excursion in nature, love to study about nature, animals as well as plants. Third, the effectiveness in the implementation of science learning to improve children’s naturalist intelligence is curriculum improvement in TK Masjid Syuhada. They are intracurricular and extracurricular learning and basic learning that including basic education in TK Masjid Syuhada as well as evaluation. Effectiveness of science learning can be seen from the evaluation of children’s learning result and their expression, enthusiasm or sprit of the children when following every learning process given by the teacher, and the materials that are supporting the learning process as well as the creativity and innovation of the teacher.
{"title":"SCIENCE LEARNING MODEL TO IMPROVE NATURALIST INTELLIGENCE FOR EARLY CHILDHOOD","authors":"S. Fatonah, Z. Prasetyo","doi":"10.14421/skijier.2017.2017.11-03","DOIUrl":"https://doi.org/10.14421/skijier.2017.2017.11-03","url":null,"abstract":"This research aims to commonly analyze the implementation model of science learning for early childhood, and presets the illustration about naturalist intelligence on early childhood. This research is also explained the effectiveness from the implementation model of science learning to improve naturalist intelligence in TK (Kindergarten) Masjid Syuhada Yogyakarta. This research uses qualitative research method which is directed to field research. The data that are used to this research are obtained from observation, collecting from field, interview, and documentation. Based on the research result, it can be concluded that; Firstly, the methods in implementing the science learning for early childhood in TK Masjid Syuhada use methods such as playing, telling story, exemplary, habituation, excursion, demonstration, project and question and answer method. Secondly, naturalist intelligence that can be seen from the science learning is that the children can identify animals and plants around them, they have high interest to the others and nature preservation, love about farming, care to the pets, love to have excursion in nature, love to study about nature, animals as well as plants. Third, the effectiveness in the implementation of science learning to improve children’s naturalist intelligence is curriculum improvement in TK Masjid Syuhada. They are intracurricular and extracurricular learning and basic learning that including basic education in TK Masjid Syuhada as well as evaluation. Effectiveness of science learning can be seen from the evaluation of children’s learning result and their expression, enthusiasm or sprit of the children when following every learning process given by the teacher, and the materials that are supporting the learning process as well as the creativity and innovation of the teacher.","PeriodicalId":34249,"journal":{"name":"Sunan Kalijaga International Journal of Islamic Civilization","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78279721","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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