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Peran Komunikasi Efektif Dalam Mengelola Konflik Di Lembaga Pendidikan Badrudin, Mokh; Ningrum, Noar Asria; Qadam, Izah Ulya
LEADERIA: Jurnal Manajemen Pendidikan Islam Vol. 5 No. 1 (2024): LEADERIA: Jurnal Manajemen Pendidikan Islam
Publisher : Universitas Islam Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/leaderia.v5i1.735

Abstract

Penelitian ini bertujuan untuk mengkaji peran komunikasi efektif dalam mengelola konflik di lembaga pendidikan Islam. Metode yang digunakan adalah studi literatur dengan fokus pada kajian pustaka, di mana peneliti mengumpulkan dan menganalisis berbagai referensi terkait komunikasi efektif dan manajemen konflik. Hasil penelitian menunjukkan bahwa komunikasi yang jelas, terbuka, dan empatik dapat membantu mengidentifikasi masalah, mendorong pemahaman, serta menciptakan solusi yang efektif dalam menghadapi konflik. Selain itu, penerapan komunikasi efektif tidak hanya menyelesaikan konflik, tetapi juga menciptakan lingkungan belajar yang positif dan memperkuat kolaborasi antara pendidik, siswa, orang tua, dan seluruh stakeholder. Dengan demikian, penguatan keterampilan komunikasi efektif di lembaga pendidikan menjadi kebutuhan penting untuk meningkatkan kualitas pembelajaran dan hubungan antar individu di dalamnya.
Budaya Organisasi Dalam Membentuk Karakter Generasi Khaira Ummah Di Pesantren Qadam, Izah Ulya
Konseling Edukasi : Journal of Guidance and Counseling Vol 3, No 2 (2019): Konseling Edukasi: Journal Of Guidance and Counseling
Publisher : IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/konseling.v3i2.6893

Abstract

Budaya organisasi adalah seperangkat nilai, kepercayaan dan pemahaman penting yang sama-sama dimiliki oleh para anggotanya. Nilai-nilai atau ide-ide dan kepercayaan bahwa yang sama-sama dianut oleh para anggota itu seperti terwujud dalam alat-alat simbolis seperti mitos, upacara, cerita, legenda, dan bahasa khusus. Budaya organisasi adalah hal yang paling penting dalam memperbaiki efektifitas organisasi dan manajerial. Kinerja organisasi tidak cukup dan tidak akan dapat dipahami jika tidak melihat budaya dalam organisasi tersebut secara komprehensif. Pengembangan organisasi dan pengembangan sumber daya organisasi yang profesional akan membawa keberhasilan organisasi dimasa depan, yaitu yang memahami dan menggunakan strategi organisasi dan memahami budaya organisasi. Generasi khaira ummah adalah generasi yang benar-benar memiliki intelektualitas dan berakhlaqul karimah serta mengamalkan intelektualitasnya sesuai dengan ajaran al-Qur’an dan al-Hadits yang Rahmatan lil alamin. Dalam konteks keindonesiaan adalah mereka yang konsisten mengamalkan dan berpegang teguh pada ajaran Ahlussunnah Wal Jama’ah dan menjunjung tinggi Negara Kesatuan Republik Indonesia. Makalah ini akan membahas tentang budaya organisasi dalam membentuk generasi khaira ummah di pondok pesantren, budaya organisasi sebagai perangkat nilai yang dimiliki oleh para anggotanya baik santri, guru, tata administrasi untuk menjadi pribadi yang tangguh sebagaimana karakter khaira ummah. Pada santri disiapkan dengan berbagai macam kegiatan yang mendukung pembentukan karakter umat yang mampu berbicara disemua bidang baik ilmu agama atau ilmu pengetahuan dan tantangan di era revolusi industri 4.0 serta pada akhirnya mampu mewujudkan perdamaian dunia. Mengingat kondisi teknologi yang selalu berubah, diperlukan kemampuan adaptasi yang tinggi agar santri tidak ketinggalan zaman dan mampu bersaing dan nilai-nilainya sendiri.Kata Kunci: Budaya Organisasi,Generasi Khaira UmmahAbstractOrganizational Culture in Forming Character Khaira Ummah Generation in Islamic Boarding Schools. Organizational culture is a set of important values, beliefs and understandings that are shared by its members. The values or ideas and beliefs that are shared by the members are manifested in symbolic tools such as myths, ceremonies, stories, legends and special languages. Organizational culture is the most important thing in improving organizational and managerial effectiveness. Organizational performance is not enough and will not be understood if you do not see the culture in the organization comprehensively. Organizational development and professional organizational resource development will bring organizational success in the future, that is, who understands and uses organizational strategy and understands organizational culture. Khaira ummah generation is the generation that truly has intellect and morality and practices the intellect in accordance with the teachings of the Qur'an and al-Hadith that Rahmatan lil alamin. In the context of Indonesianness, they are those who consistently practice and hold fast to the teachings of Ahlussunnah Wal Jama'ah and uphold the Unitary State of the Republic of Indonesia. This paper will discuss organizational culture in shaping the generation of khaira ummah in Islamic boarding schools, organizational culture as a set of values owned by its members both santri, teachers, and administrative procedures to become strong individuals as the character of khaira ummah. The students are prepared with a variety of activities that support the formation of the character of the people who are able to speak in all fields of religion or science and challenges in the era of the industrial revolution 4.0 and ultimately able to realize world peace. Given the ever-changing technological conditions, high adaptability is needed so that students are not out of date and are able to compete and their own values. Keywords: Organizational Culture, Khaira Ummah Generation
Kualitas Pendidikan Berbasis Filsafat Ilmu Qadam, Izah Ulya
Jurnal Penelitian Vol 9, No 2 (2015): JURNAL PENELITIAN
Publisher : LP2M IAIN kUDUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jp.v9i2.1324

Abstract

Implementasi Pendidikan Multikultural sebagai Adaptasi Pesantren Bali Bina Insani di Daerah Minoritas Muslim Qadam, Izah Ulya; Manawi, Ahmad Lutfi; Fathurrozaq, Muhammad; Alfi, Ika Maulidatul; Wahyuni, Hintan Mustika
Jurnal Penelitian Vol 16, No 2 (2022): JURNAL PENELITIAN
Publisher : LP2M IAIN kUDUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jp.v16i2.17451

Abstract

There are non-Muslim teachers in the formal education institutions of the BBI Islamic Boarding School. Non-Muslim (Hindu) teachers pass their knowledge on to their students, all of whom are farmers, because the students live in boarding schools. So, in terms of human resources, these farmers do have a multicultural education in various religions. This multicultural education practice is clearly reflected in the management of human resources of the faculty, staff and other educational components. This research is a field study and the author uses a qualitative approach in this research. The authors set the research location in Tabanan, a boarding school in Bina Insani, Bali. The author chose this location because the Bina Insani Islamic Boarding School in Bali is an example of interfaith multicultural education. Based on an analysis of all available literature data, our results show that multicultural education at the Bina Insani Bali Islamic Boarding School aims to instill tolerant attitudes and behaviors among religious people. Pesantren also want to teach students the beauty of tolerance for other religions. Multicultural education at Pesantren Bina Insani (PBBI) Bali is characterized by the presence of elements of education that rely on students and educators as individuals or groups to represent (represent) the community. multiple cultures. Identity is related to the attitude of a person or group of people. They influence each other based on their identity, which includes interactions between different and different cultures.
Islamic Civilization and Thought During The Umayyad Dynasty in The East (Damascus) and West (Andalusia) Muhammad Roisul Muttaqin; Izah Ulya Qadam; Ryan Muhammad Ridwan
Journal Analytica Islamica Vol 12, No 2 (2023): ANALYTICA ISLAMICA
Publisher : Program Pascasarjana UIN Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/jai.v12i2.18703

Abstract

The development of Islam after the Khulafaurrasyidin era was continued by the Umayyad dynasty. During its journey, the Umayyad dynasty was divided into two periods, namely the Eastern Umayyad dynasty (Damascus), now known as Syria, and the Western Umayyad dynasty (Andalusia), now known as Spain. This research aims to explain Islamic civilization and thought during the Umayyad dynasty. This research uses descriptive qualitative methods with literature. This research data obtained from the literature comes from books and journals related to the research title. This research resulted in a reign of 90 years in Damascus and 280 years in Andalusia. The development of science in Damascus was concentrated on the science of tafsir, hadith, qiro'at, nahwu, hadith and language, while from an economic perspective during the Umayyad dynasty there was also a significant increase. significant and also the factors that caused the decline of the Umayyad dynasty in Andalusia. Perkembangan agama islam setelah masa khulafaurrasyidin dilanjutkan oleh dinasti umayyah. Dalam perjalanannya dinasti umayyah dibagi menjadi dua periode, yakni dinasti umayyah timur (damaskus) sekarang dikenal dengan negara siria dan dinasti umayyah barat (andalusia) yang sekarang dikenal dengan negara spanyol. Penelitian kali ini bermaksud untuk menjelaskan mengenai peradaban serta pemikiran islam pada masa dinasti umayyah. Penelitian ini menggunakan metode kualitatif deskriptif dengan kepustakaan. Data penelitian ini yang diperoleh dengan kepustakaan berasal dari buku-buku maupun jurnal yang terkait dengan judul penelitian. Penelitian ini menghasilkan masa pemerintahan 90 tahun di damaskus dan 280 tahun di andalusia, perkembangan ilmu pengetahuan di damaskus terkonsentrasikan pada ilmu tafsir, hadits, qiro'at, nahwu, hadits dan bahasa, sedangkan dari segi ekonomi pada masa dinasti umayyah juga telah mengalami peningkatan yang signifikan dan juga faktor-faktor yang menjadi kemunduran pada dinasti umayyah di andalusia.
The Relationship Between School Climate and Compensation with Job Satisfaction of ASN Teachers in Junior High Schools Throughout Jepara Regency Alfia Ainun Nikmah; M. Nawalul Azmi; Izah Ulya Qadam
The Future of Education Journal Vol 3 No 5 (2024)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v3i5.240

Abstract

This study aims to determine the relationship between school climate and teacher job satisfaction, the relationship between compensation and job satisfaction, and the relationship between school climate and compensation and ASN job satisfaction at SMPN throughout Jepara Regency. The research method applies quantitative descriptive-correlational with a quantitative approach through questionnaire studies as a data collection tool. The location of this research was at SMPN throughout Jepara Regency with a sample of 60 teachers as research respondents. This study aims to describe the level of school climate, level of compensation, level of teacher job satisfaction, the relationship between school climate and teacher job satisfaction, the relationship between compensation and job satisfaction of junior high school teachers in Jepara. This study uses a quantitative approach with a descriptive-correlational quantitative research type. The results of the study indicate that the level of school climate is in the fairly conducive category, the level of compensation is in the high category, the level of performance is in the high category, there is a relationship between school climate and teacher job satisfaction at SMPN throughout Jepara Regency, there is a relationship between compensation and teacher job satisfaction at SMPN throughout Jepara Regency, and there is a relationship between school climate and compensation and job satisfaction of SMPN teachers throughout Jepara Regency. The effective contribution of school climate to teacher job satisfaction is 5.86 percent and compensation to job satisfaction is 35.79 percent. The rest is other variables of 58.30 percent in influencing performance. The relative contribution of school climate to job satisfaction is 14 percent and compensation to job satisfaction is 86 percent.