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Implementasi Standar Nasional Pendidikan pada Sekolah-Sekolah Unggulan di Samarinda Abdi, Muhammad Iwan; Muri'ah, Siti
FENOMENA FENOMENA VOL 9 NO. 1, 2017
Publisher : LP2M IAIN Samarinda

Implementation SNP (Education National Standard) in schools in each grade is the minimum criteria that must be met as a measure of achievement in education. One of the positive implications of achievement is the outcome of consistency in implementing the SNP is the emergence of the advantages possessed by the school. The schoolsâ€™ competition in Samarinda had run to meet the demands of eight educational standards. Excellences that owned by the Madrasah (Islamic Schools) where both of the Madrasah were as a model among many madrasah (Islamic Schools) in Samarinda. The excellences are based on the fulfillment of the standards established in the SNP. These advantages are also implications for the public interest in both of Madrasah to send their children. The schools effort to bring school-superiority in terms of educating the students on aspects of cognitive, affective and psychomotor by presenting models of learning that are innovative, creative and fun. In addition, the schools have also implemented a school-based management model (SBM). School strategies in planning, implementation, and evaluation for the attainment of the eight standard of SNP are by involving various parties through school committee and stakeholders that are considered competent in fulfill the needs of the development of madrasah

The Symbolic Violence in Madrasah Muri'ah, Siti; Gianto, Gianto
Borneo International Journal of Islamic Studies Vol 3 No 1 (2020): Borneo International Journal of Islamic Studies, Vol. 3(1), November 2020
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Violence is identical with power. Violence is a practice result of power. When a class dominates another class, the process will produce violence. The mechanism of violence carried out by the dominant class against the dominated class slowly and smoothly. Education, according to Bourdieu, is only a tool to maintain the existence of the dominant class. The dominant class forces the dominated class to behave and follow the culture of the dominant class throughout the school. Schools influence students' attitudes and habits with dominant classroom culture. This research is a qualitative descriptive. This research was conducted at Madrasah Ibtidaiyah Negeri (MIN) Balikpapan and in Madrasah Ibtidaiyah Negeri (MAN) 2 Nganjuk. Resources in this study are the headmaster of Madrasah, deputy, teachers, subject teachers, boarding teachers and students. Data collection techniques used in this study is observation, interviews and documentation. Data analysis used is content analysis. From the study, it can be concluded that symbolic violence in Madrasah Ibtida'iyah Negeri (MIN) Balikpapan and Madrasah Ibtida'iyah Negeri (MIN) 2 Nganjuk are manifested in almost all madrasah activities. The symbolic form of violence that researchers found was that students were forced to practice upper-class habit published in wall magazine, students were forced to accept high-class habit in the form of pictures or persuasive sentences (seducing) subtly. For example, 6 S mottos: Smile, Greet, Greetings, Shaking hand, Polite, and Saying Salaam Before entering class.

Implementation Contextual Teaching Learning (CTL) Model in Fiqh Lessons at MTs Darul Muta'alimin Samarinda Rahmawati, Indriana; Julaiha, Siti; Muri'ah, Siti; Basith, Abdul; Khalidah, Khalidah
SYAMIL: Journal of Islamic Education Vol 9 No 2 (2021): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v9i2.3356

This research is focused on implementing the contextual teaching and learning (CTL) model for Fiqh subjects at MTs Darul Muta'alimin Samarinda. The research method used is descriptive qualitative, the research subjects include the Deputy Principal for Curriculum, Fiqh subject teachers, and students. Data collection techniques were carried out using observation, interviews, and documentation, to test the validity of the data used triangulation techniques. The results showed that the implementation of the CTL model was carried out through a learning process starting from preparation by preparing a lesson plan (RPP), implementation and evaluation stages according to the components and characteristics as well as matters related to CTL learning, namely; 1) Develop students' critical thinking so that learning activities are more meaningful, 2) Provide motivation so that students can actively participate in learning activities, 3) Develop students' curiosity by providing opportunities to express opinions, 4) Utilization of media and resources learn optimally, both media based on information technology or media and resources available in the surrounding environment, 5) Implement Inquiry learning by providing opportunities to find understanding from experience, 6) Creating a learning community by forming discussion groups, 7) Reflecting and drawing conclusions from learning outcomes, and 8) Conducting an objective and authentic assessment of each student according to the student's abilities.

Implementation Contextual Teaching Learning (CTL) Model in Fiqh Lessons at MTs Darul Muta'alimin Samarinda Rahmawati, Indriana; Julaiha, Siti; Muri'ah, Siti; Basith, Abdul; Khalidah, Khalidah
SYAMIL: Journal of Islamic Education Vol 9 No 2 (2021): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

This research is focused on implementing the contextual teaching and learning (CTL) model for Fiqh subjects at MTs Darul Muta'alimin Samarinda. The research method used is descriptive qualitative, the research subjects include the Deputy Principal for Curriculum, Fiqh subject teachers, and students. Data collection techniques were carried out using observation, interviews, and documentation, to test the validity of the data used triangulation techniques. The results showed that the implementation of the CTL model was carried out through a learning process starting from preparation by preparing a lesson plan (RPP), implementation and evaluation stages according to the components and characteristics as well as matters related to CTL learning, namely; 1) Develop students' critical thinking so that learning activities are more meaningful, 2) Provide motivation so that students can actively participate in learning activities, 3) Develop students' curiosity by providing opportunities to express opinions, 4) Utilization of media and resources learn optimally, both media based on information technology or media and resources available in the surrounding environment, 5) Implement Inquiry learning by providing opportunities to find understanding from experience, 6) Creating a learning community by forming discussion groups, 7) Reflecting and drawing conclusions from learning outcomes, and 8) Conducting an objective and authentic assessment of each student according to the student's abilities.

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