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All Journal Jurnal Pendidikan Madrasah Sustainable: Jurnal Kajian Mutu Pendidikan Annual Conference on Islamic Early Childhood Education ECIE JOURNAL
Hestiana, Ratna
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Education Languange, Linguistic, Communication & Media Mathematics Neuroscience Social Sciences Other

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Manajemen Pengasuhan Anak Autis di Pesantren Hestiana, Ratna; Arifin, Zainal
ACIECE Vol 1 (2016): Annual Conference on Islamic Early Childhood Education
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga Yogyakarta

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Abstract

Artikel ini mengkaji secara mendalam bagaimana manajemen pengasuhan anak Autis di Pondok Pesantren Ainul Yakin Yogyakarta. Jenis penelitian ini adalah kualitatif dengan teknik pengumpulan data melalui observasi, wawancara mendalam, dan dokumentasi. Proses analisis data melalui reduksi data, penyajian data dan menarik kesimpulan. Validasi data kualitatif menggunakan triangulasi teknik dan sumber. Hasil penelitian menunjukkan bahwa: (1) Manajemen pengasuhan anak Autis di Pondok Pesantren Ainul Yakin berbasis assessment dan treatment untuk memberikan pelayanan pendidikan yang humanis. Kurikulum yang digunakan dalam memberikan pengasuhan disebut Isma Learning Therapy School. Pola Pengasuhan menggunakan pendekatan permisif, tapi juga tegas karena anak Autis perlu bimbingan.Faktor pendukung dalam manajemen pengasuhan anak Autisadanya rasa simpatik pengasuh dan guru kepada anak Autis dan kondisi santri yang tinggal di pesantren sehingga mudah dibimbing,sedangkan faktor penghambatnya meliputi kesejahteraan (gaji) yang kurang memadai, kecemburuan sesama guru, sikap guru yang mengabaikan tugas, dan kondisi psikologi anak Autis.
Pengembangan Teori Pembelajaran Humanisme menurut Jurgen Habermas serta Relevansinya Dalam Pendidikan Islam Labaso', Syahrial; Hestiana, Ratna
Early Childhood Islamic Education Journal Vol. 2 No. 1 (2021): Early Childhood Islamic Education Journal, Volume 02, Nomor 1, Tahun 2021
Publisher : Jurusan PIAUD IAIN Sultan Amai Gorontalo

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Teori pembelajaran humanisme meyakini bahwa proses pendidikan tidak diarahkan untuk membentuk kompetensi peserta didik, tetapi sebaliknya dimaksudkan untuk mengembangkan potensi yang melekat dalam diri peserta didik itu sendiri, sebagai pribadi yang unggul dan istimewa. Sehingga sudut pandang yang digunakan ialah sudut pandang dari peserta didik sebagai individu pembelajar, sementara peran pendidik (guru) sebatas pada upaya dan usaha untuk memfasilitasi kebutuhan perkembangan diri dari peserta didik tersebut. Dalam proses pengembangannya menurut Jurgen Habermas, teori pembelajaran humanisme dapat dilaksanakan melalui tiga tahapan belajar, yaitu: belajar teknis (technical learning), belajar praktis (practical learning), dan belajar emansipatoris (emancipator learning). Melalui tiga tahapan belajar tersebut, peserta didik diharapkan dapat mencapai kesadaran yang utuh mengenai dirinya dan lingkungan sosialnya, hal inilah yang sekaligus menjadikan teori pembelajaran humanisme yang dikembangkan oleh Jurgen Habermas selaras dengan tujuan pendidikan Islam, sebab pada akhinya output dari teori pembelajaran humanisme ialah mencapai kearifan dan bijaksanaan hidup, sehingga seorang peserta didik dapat mengenali siapa dirinya, berikut peran sosial yang harus dilakukannya ditengah-tengah lingkungannya, sehingga pada akhirnya peserta didik dapat mengembangkan potensi dirinya dengan semaksimal mungkin, tanpa tercerabut dari lingkungan kulturalnya.
Reformulation of Education Supervision in the Free Learning Policy Labaso’, Syahrial; Dullah, Bayu Saputra; Hestiana, Ratna
Jurnal Sustainable Vol 6 No 1 (2023): Sustainable
Publisher : Lembaga Penjaminan Mutu, IAIN Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/kjmp.v6i1.4148

Abstract

The implementation of the independent learning curriculum requires an educational design that is flexible for the needs of the development of this innate potential so that educational supervision services allow for substantial shifts and changes in terms of work procedures and standardization of educational supervision services. This research uses a library research approach by collecting literature materials that are considered relevant to the theme of this research, then analyzing them and then formulating them into a conceptual paradigm as findings in this study. The findings in this study explain that the independent learning curriculum is an effort to create a learning space that is in accordance with the child's growth and development potential in order to achieve the maximum self-actualization process. This presents a new challenge for educational supervision services to be able to be adaptive and continue to open themselves to all possibilities that are considered feasible and can contribute to the achievement of maximum self-development goals so that educational supervision services are no longer limited to explaining the technical implementation of supervision operations, but must also be able to position themselves on the substitution of values contained in the learning process directed at achieving the process of maximum self-actualization. This research succeeded in building a new paradigm of mainstreaming inclusive educational supervision and a new view of the concept of educational supervision for the future.
Budaya Organisasi Lembaga Pendidikan Islam dalam Epistemologi Kuntowijoyo Hestiana, Ratna; Labaso, Syahrial
Jurnal Pendidikan Madrasah Vol. 9 No. 1 (2024): Jurnal Pendidikan Madrasah
Publisher : Pusat Pengembangan Madrasah (PPM), dan Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpm.2024.97-108

Abstract

The formation of organizational culture in Islamic educational institutions is an important element that affects the performance and success of the institution. This study aims to analyse the process of forming organizational culture in Islamic educational institutions through the perspective of the epistemological structure of Kuntowijoyo culture. The method used in this study is a literature study, by examining various relevant literature related to organizational culture, Islamic education, and Kuntowijoyo's thought. The epistemological structure of the Kuntowijoyo culture includes three main components: objectification, subjectification, and intersubjectivities. The results of the study show that Islamic values are objectified in the vision, mission, and policies of Islamic educational institutions; subjectifies through the internalization of these values by individuals in daily practice; and intersubjective through social interaction within the institution. The consistent application of Islamic values in all aspects of the organization has proven to be important in shaping and maintaining a strong organizational culture that is aligned with Islamic principles, which ultimately improves the quality of education and the formation of students' character.
Co-Authors Dullah, Bayu Saputra Labaso, Syahrial Iyal Labaso’, Syahrial Zainal Arifin