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All Journal Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Jurnal Ilmiah Wahana Pendidikan
Yusri A. Boko
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Religion Humanities Education Environmental Science Social Sciences Other

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Manajemen Berbasis Sekolah: Sejarah dan Strategi Implementasi Pada Satuan Pendidikan Yusri A. Boko; Amrin Sibua
Jurnal Ilmiah Wahana Pendidikan Vol 7 No 7 (2021): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (282.221 KB) | DOI: 10.5281/zenodo.5717447

Abstract

Article 51 paragraph (1) of Law Number 20 of 2003 concerning Education System states: Management of early childhood education units, basic education, and secondary education is carried out based on Minimum Service Standards with the principle of School-Based Management (SBM). This article aims to discuss a brief history and strategy for implementing SBM in schools. The approach in this paper is literature study. The term MBS first appeared in the United States in 187, when people began to question the relevance of education to the demands of its development. In Indonesia, SBM was born as a school reform agenda, which was marked by the RI Law No. 22/1999 and the RI Law No. 25/1999 on Regional Autonomy. Strategies in implementing SBM include: 1) one of the strategies is to create conducive preconditions to be able to implement SBM, namely increasing the capacity and commitment of all school members, including the community and parents of students, 2) building a democratic, transparent school culture. , and accountable, 3) when the central government plays a more monitoring and evaluation role. This means that the central and local governments need to carry out joint activities in the context of monitoring and evaluating the implementation of SBM in schools, including the implementation of block grants in schools, 4) developing a model of school empowerment programs, not just carrying out SBM training, which is mostly fulfilled by providing school information. However, the development of MBS in America and Atlanta is certainly different from that in Indonesia because it depends on the government's "political will".
Penguatan Pendidikan Karakter Di SMA Negeri 9 Kota Ternate Yusri A. Boko; Hi. Talib Abas
Jurnal Ilmiah Wahana Pendidikan Vol 8 No 5 (2022): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (249.042 KB) | DOI: 10.5281/zenodo.6499321

Abstract

The aims of this study are 1) to describe the strengthening of Character Education in State Senior High School 9 Ternate City, 2) describe the inhibiting factors of Character Education in State Senior High School 9 Ternate City. This research is a qualitative research. The research location is at State Senior High School 9 Ternate City. The results of this study indicate that strengthening character education in State Senior High School 9 Ternate City is developed through two activities, namely intracurricular and extracurricular activities. Intracurricular includes planning, implementation, and evaluation in a structured manner. Meanwhile, extracurricular strengthening is carried out through; a) Basic Leadership Training, b) Scouting, with scouting students are taught to have high discipline, the spirit of defending the country, mutual cooperation, and love for the homeland, c) interpreneurship, the attitude of students working together, working hand in hand to seek funds Intra-School Student Organization (OSIS). The positive impact of strengthening character education at State Senior High School 9 Ternate City can be explained through: a) there is motivation for students to do good or be honest at all times, b) not break promises or lie between others, c) respect and respect those who are more parents, especially teachers, d) always grateful for every blessing given by God, e) praying in congregation even though there are still many left behind, f) caring for a clean learning environment, g) accustomed to living together in groups, both at school and in their environment. stay, h) have an independent attitude, i) trained to be a leader in the future, j) likes to help friends in difficult circumstances. The inhibiting factors for character education at State Senior High School 9 Ternate include; 1) school environment; Schools as formal spaces are still lacking, for example, there is no theater stage in the school yard. Whereas stage theater can improve students' expression (character); 2) family environment; Most of the parents of State Senior High School 9 Ternate are farmers.
PENGUATAN NILAI-NILAI NASIONALISME: STUDI DALAM PEMBELAJARAN SEJARAH Suharlin Ode Bau; Leny M.S. Tomagola; Jamin Safi; Yusri A. Boko
Santhet: (Jurnal Sejarah, Pendidikan Dan Humaniora) Vol 6 No 1 (2022): Santhet : Jurnal Sejarah, Pendidikan, dan Humaniora
Publisher : Proram studi pendidikan Sejarah Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (510.911 KB) | DOI: 10.36526/santhet.v6i1.1566

Abstract

Penelitian ini bertujuan untuk mendeskripsikan; a) bagaimana penguatan nilai-nilai nasionalisme di SMA Negeri 2 Ternate; b) kendala yang dihadapi guru sejarah dalam penguatan nilai-nilai nasionalisme dalam pembelajaran sejarah di SMA Negeri 2 Ternate. Penelitian ini menggunakan metode penelitian Kualitatif dengan pendekatan deskriptif kualitatif. Lokasi dan subjek penelitian ialah peserta didik dan guru sejarah di SMA Negeri 2 Ternate. dan subyek penelitian adalah peserta didik dan guru sejarah yang dianggap mampu memberikan informasi terkait dengan permasalahan yang diteliti yaitu integrasi nilai-nilai nasionalisme dalam pembelajaran sejarah. Sumber data utama, yaitu peserta didik, guru sejarah, tempat dan kejadian. Teknik pengumpulan data menggunakan wawancara, observasi, dan analisis dokumen. Pengujian keabsahan data penelitian dilakukan dengan triangulasi data/sumber dan triangulasi metode. Teknik analisis data dalam penelitian adalah reduksi data, penyajian data, dan penerikan simpulan. Perencanaan pembelajaran sejarah telah diterapkan dengan cara menyusun Silabus dan RPP sebelum waktu pembelajaran itu ditetapkan. Dengan demikian, pelaksanaan pembelajaran yang dilakukan secara terencana dengan mempertimbangkan komponen pembelajaran, maka tujuannya dapat tercapai. Penguatan nilai-nilai nasionalisme dalam pembelajaran sejarah yakni cinta tanah air, persatuan, dan kesatuan, rela berkorban, disiplin, tengang rasa dan berani. Dalam pembelajaran sejarah di SMA Negeri 2 Ternate, guru sejarah telah mempersiapkan sumber belajar yang dibutuhkan, metode dan media dan sumber belajar tergantung atau dikembalikan kepada guru masing-masing. Penguatan nilai-nilai nasionalisme di sekolah dilaksanakan melalui ekstrakurikuler, seperti kegiatan kepramukaan. Kendala yang dihadapi guru mata pelajaran sejarah ialah berhubungan dengan inkonsistensi guru dalam menyusun dan mengumpulkan RPP. Kendala lain yang dihadapi guru sejarah di masa pandemi Covid-19 ialah terkait evaluasi sikap melalui pembelajaran daring. Banyak guru yang masih bingung karena bagi mereka, pembentukan karakter siswa harus melalui pembelajaran luring (tatap muka).
Co-Authors Amrin Sibua Hi. Talib Abas Jamin Safi Leny M.S. Tomagola Suharlin Ode Bau