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Hendro Widodo

Universitas Ahmad Dahlan, Yogyakarta, Indonesia.

Author-ID : 2391902

Religion Arts Humanities Automotive Engineering Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Pragmatisme Instrumental Dalam Sketsa Pendidikan Islam Di Indonesia Hendro Widodo
Edukasia Islamika Volume 4, Number 2 2019, Edukasia Islamika: Jurnal Pendidikan Islam
Publisher : Faculty of Education and Teacher Training, Institut Agama Islam Negeri Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/jei.v4i2.2297

This article aims to provide a theoretical and practical picture of sketches of Islamic education in Indonesia in an instrumental pragmatism paradigm. The style of Islamic education in Indonesia is implemented in a Pragmatic-Instrumental pattern, which is seen in the practical application of the learning process in formal educational institutions, both from the educational objectives to be achieved, the concept of the teacher and the method of learning. Pragmatism-style education has placed humans as the measure of everything. Education is not only intended to gain knowledge but also to gain expertise. This gives an equal portion of what will be achieved in the affairs of the world and the hereafter. The concept of the balance of the hereafter is relevant to national education goals that the purpose of national education is the development of the potential of students to become human beings who believe in and fear God Almighty, noble, healthy, knowledgeable, capable, creative, independent and become democratic citizens. and responsible. Therefore, education becomes an instrument to develop all aspects of human potential.

PEMBERDAYAAN MASJID. UPAYA MEMBENTENGI GENERASI PENERUS DARI EFEK NEGATIF PERKEMBANGAN ZAMAN DUSUN KRAPYAK WETAN, PANGGUNGHARJO, SEWON, BANTUL Hendro Widodo
Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat Vol. 1 No. 2 (2017)
Publisher : Universitas Ahmad Dahlan, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jp.v1i2.307

Pergaulan remaja saat ini sudah memasuki babak yang lebih berbahaya daripada tahuntahun sebelumnya. Kita dapat menyaksikan banyaknya tindak kriminalitas ataupun kenakalankenakalan reamaja yang ada disekitar kita. Remaja saat ini banyak menirukan tindakanâ€“tindakan yang tidak pantas yang ada di internet maupun media lainnya. Kebanyakan anak-anak maupun remaja kurang memiliki bentang yang kuat dalam diri mereka untuk membentengi diri dari pengaruh dunia luar. Di Dusun Krapyak Wetan yang merupakan perbatasan daerah kota dengan desa dimana msyarakatnya sudah heterogen menimbulkan banyak masuknya budaya dari luar ke Dusun Krapyak Wetan. Memberdayakan kegiatan masjid bagi generasi muda merupakan salah satu upaya membentengi generasi muda dari dampak negatif perkembangan zaman.

Revitalisasi Sekolah Berbasis Budaya Mutu Hendro Widodo
TA'DIB: JURNAL PENDIDIKAN ISLAM Vol 7, No 2 (2018): Ta'dib: Jurnal Pendidikan Islam
Publisher : Pusat Penerbitan Universitas (P2U) Unisba

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/tjpi.v7i2.4139

In the context of education, quality includes inputs, processes, and outputs. The three elements are interconnected. That is, to produce a quality educational output, influenced by the process of education, and quality education process will be able to produce better output if supported by the input of quality education as well. Schools can be said to be of quality if the inputs, processes, and output of education can meet the requirements demanded by users of education services, both internal and external. In this case, school quality management is the ability of schools to utilize educational resources both human and non-human resources to improve the ability of inputs, processes, and outputs of education to meet the requirements demanded by users of education services (stakeholders). Keywords: Revitalization, Schooling, and Quality Culture. AbstrakDalam konteks pendidikan, mutu mencakup input, proses, dan output. Ketiga unsur tersebut saling berhubungan. Artinya, untuk menghasilkan output pendidikan yang bermutu, dipengaruhi oleh proses pendidikannya, dan proses pendidikan yang bermutu akan dapat menghasilkan output yang lebih bermutu bilamana didukung oleh input pendidikan yang bermutu pula. Sekolah dapat dikatakan bermutu jika input, proses dan output pendidikannya dapat memenuhi persyaratan yang dituntut oleh pengguna jasa pendidikan, baik internal maupun eksternal. Dalam hal ini, manajemen mutu sekolah merupakan kemampuan sekolah dalam mendayagunakan sumber daya pendidikan baik sumber daya manusia maupun non manusia untuk meningkatkan kemampuan input, proses dan output pendidikan guna memenuhi persyaratan yang dituntut oleh pengguna jasa pendidikan (stakeholders). Kata Kunci: Revitalisasi, Sekolah, dan Budaya Mutu.

DEVELOPING TAHFIZ CURRICULUM IN MAN 2 KULON PROGO DURING THE PANDEMIC COVID-19 Rina Sarifah; Asnawi Wijayanto; Hendro Widodo
Indonesian Journal of Elementary Teachers Education Vol 2, No 2 (2021)
Publisher : The University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijete.v2i2.5324

This research started from curiosity about the role in developing the Tahfiz MAN 2 Kulon Progo curriculum during the Covid-19 pandemic. This study aims to determine the extent of the development Tahfiz MAN 2 Kulon Progo curriculum during the Covid-19 pandemic. The method in this study is qualitative research, the subject of the research is several PAI teachers who also become tahfiz supervisors with data collection techniques using interviews and documentation. The results of this study are 1) the basis for curriculum development based on the mandatory tahfiz from the Ministry of Religion of the Republic of Indonesia, namely creating high-intellectual Qur'an memorizers, 2) the basis for curriculum development based on the number of students who have embryos memorizing the Qur'an, 3) The basic curriculum development aims to explore the potential of students who have a good reading but do not yet have memorized the Qur'an, 4) the basis for curriculum development is to support religious understanding competence, and 5) the basis for curriculum development is to preserve religious scientific traditions. The conclusion of curriculum development is to create memorizers of the Qur'an, assist students in memorizing the Qur'an and assist students in making it easier to achieve the desired competencies.

Manajemen Perubahan Budaya Sekolah Hendro Widodo
MANAGERIA: Jurnal Manajemen Pendidikan Islam Vol 2 No 2 (2017)
Publisher : Prodi Manajemen Pendidikan Islam FITK UIN Sunan Kalijaga Yogyakarta

Change ability of a school is determined by the extent to which the school’s member have power in carrying and managing change. The changes may occur within the school environment or outside the school that influence the changes toward the school itself. The shifts that occur within the school may not necessarily alter the school thoroughly, but usually preceded by a process of cultural transformation. The success of school’s cultural shifts depends on the change management applied. Therefore, any changes that happen requires a change management so that the alteration at the school is the result of school’s community values and directed from the community itself, so the impact would lead to a positive change.

INNOVATING STUDENT ADMISSION USING NEUROSCIENCE PERSPECTIVE: LEARNING FROM MUHAMMADIYAH VOCATIONAL SCHOOLS Mohammad Jailani; Djamaluddin Perawironegoro; Hendro Widodo
MANAGERIA: Jurnal Manajemen Pendidikan Islam Vol 6 No 2 (2021)
Publisher : Prodi Manajemen Pendidikan Islam FITK UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/manageria.2021.62-14

The pandemic COVID-19 has opened new horizons in all parts of the world, including in education. Educational institutions must make breakthroughs related to the number of student admissions, which has decreased significantly, especially at Vocational School of Muhammadiyah 3 Yogyakarta. The purpose of this study was to find a promotion model for student admissions from a neuroscience perspective at Vocational School of Muhammadiyah 3 Yogyakarta. This study uses a qualitative method. The subjects of this study were the principal, the vice principal for student affairs, the vice principal for public relations, the head of the admission committee, and the prospective students. Researchers used observation, interviews, and documentation as data collection techniques. The data were analyzed using the Miles and Huberman model, namely data reduction, display data, and conclusion drawing/verification data. This study indicates that neuroscience as a brain approach (cortex prefrontal) can attract the sympathy of prospective new students to study at Vocational School of Muhammadiyah 3 Yogyakarta. It is a solution to meet the target group for majors at school. This research has implications for school management and Islamic education management in student admission department.

PENDEKATAN BRAIN BASED LEARNING SEBAGAI BASIS PEMBELAJARAN DALAM KURIKULUM 2013 Hendro Widodo
Tajdidukasi: Jurnal Penelitian dan Kajian Pendidikan Islam Vol 8, No 1 (2018)
Publisher : Muhamadiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47736/tajdidukasi.v8i1.307

Artikel ini bertujuan untuk mendeskripsikan pendekatan braind based learning sebagai basis pembelajaran dalam kurikulum 2013. Keberhasilan pembelajaran dalam arti tercapainya standar kompetensi, sangat bergantung pada kemampuan guru mengolah pembelajaran yang dapat menciptakan situasi yang memungkinkan peserta didik belajar. Pendekatan pembelajaran BBL sejalan dengan konseptual pendidikan holistik. Hal ini dadasari oleh pemikiran bahwa setiap peserta didik memiliki potensi yang berbeda dan itu merupakan fitrah manusia. Potensi yang dimiliki peserta didik dikembangkan lewat proses pendidikan sehingga mendistorsi makna pendiidkan bila proses pendidikan mengabaikan salah satu potensi tersebut. Hal ini pulalah yang dikembangkan dalam kurikulum 2013, bahwa orientasi pencapaian kompetensi peserta didik di arahkan pada pencapaian kompetensi holistik yaitu dari kompetensi sikap spiritual dan sosial, kompetensi pengetahuan dan kompetensi ketermapilan/psikomotorik.

BUDAYA SEKOLAH ADIWIYATA (Studi Kasus di SD Muhammadiyah Bodon Bantul Yogyakarta) Hendro Widodo
Tajdidukasi: Jurnal Penelitian dan Kajian Pendidikan Islam Vol 7, No 1 (2017)
Publisher : Muhamadiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47736/tajdidukasi.v7i1.77

Penelitian ini bertujuan untuk mengetahui: 1) Budaya sekolah adiwiyata di SD Muhammadiyah Bodon Yogyakarata; dan 2) Faktor yang menjadi kendala dalam mewujudkan sekolah adiwiyata di SD Muhammadiyah Bodon Yogyakarata. Pendekatan penelitian yang digunakan dalam penelitian ini adalah pendekatan kualitatif. Subjek penelitian adalah kepala sekolah, 5 orang guru, 3 orang karyawan, 2 orang komite sekolah, dan 6 orang siswa.Penentuan subjek penelitian dilakukan dengan teknik purposive sampling. Teknik pengumpulan data dilakukan dengan menggunakan metode wawancara, observasi, dan dokumentasi. Keabsahan data penelitian ini menggunakan triangulasi. Analisis data menggunakan model Miles dan Huberman, yaitu yaitu data reduction, data display, dan data conclusion drawing/verification. Hasil penelitian ini menemukan bahwa mewujudkan sekolah adiwiyata harus didukung oleh budaya sekolah, baik budaya artifak maupun nilai yang menjadi dasar keyakinan sekolah dalam mewujudkan dan keterlaksanaan program sekolah adiwiyata. Budaya artifak fisik di SD Muhammadiyah Bodon sebagai sekolah adiwiyata diwujudkan dengan symbol papan nama sekolah yang secara eksplisit mencantumkan sekolah adiwiyata. Di samping itu, lingkungan sekolah yang dikondisikan ramah atau peduli lingkungan, sedangkan artifak non fisik diwujudkan dengan interaksi semua warga sekolah yang baik, mendukung dan memiliki misi yang sama untuk keterlaksanaan sekolah adiwiyata. Terwujudnya sekolah adiwiyata tidak hanya didukung oleh budaya artifak, namun keberlangsungannya juga didukung oleh budaya nilai yang dikembangkan di sekolah. Budaya nilai meliputi nilai kebersihan dan peduli lingkungan, serta budaya kerjasama. Sedangkan hambatan dalam keberlangsungan sekolah adiwiyata di SD Muhammadiyah Bodon meliputi Kendala internal meliputi: a) menanamkan kedisiplinan dan ketertiban serta kesadaran mengenai lingkungan pada anak sekolah dasar masih mengalami kesulitan, b) monitoring keterlaksanaan program kurang maksimal dikarenakan bersamaan dengan program lain yang harus berjalan. Sedangkan kendala eksternal meliputi: a) lingkungan sekolah sebagai tempat bermain masyarakat saat kegiatan belajar mengajar selesai, terkadang fasilitas sekolah pendukung adiwiyata ada yang rusak, b) masih kurangnya kesadaran masyarakat di sekitar sekolah pada kepedulian lingkungan.

Peran Guru Ismuba dalam Membentuk Akhlak Islami Pelajar SMP Muhammadiyah 2 Depok Ganjar Rachmawan Adiprana; Hendro Widodo
Bahasa Indonesia, Bahasa English Vol 3 No 1 (2020): Muaddib : Islamic Education Journal
Publisher : Program Magister Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/muaddib.v3i1.6016

Junior high school students in the study of developmental psychology enter the stages of adolescence, which means a foothold to reach the stage of becoming an adult. A teenager will experience puberty or a period of searching for his identity because in his mind there is a conflict of values between those learned in the family, community, school, to friends. Islamic education institutions are certainly expected to be able to give a bright color in the form of a good influence on the development of adolescent students through learning in the classroom and outside the classroom which leads to the formation of Islamic morals. An effective way to shape students' Islamic morals is through habituation. This research is a qualitative type with data collection method through interviews and direct observations in the research field, namely Muhammadiyah 2 Junior High School, Depok, Sleman, Yogyakarta. This school has a vision of education with morality, education, achievement and environmental insight. Muhammadiyah 2 Junior High School Depok as one of the Islamic educational institutions assigns tasks to Ismuba Teachers (Al-Islam, Kemuhammadiyahan, and Arabic) specifically as the frontline in organizing, running, and evaluating programs that are related to shaping Islamic student morals with Employee Teachers and all school residents in general.

MPLEMENTASI PRINSIP-PRINSIP PENGEMBANGAN KURIKULUM PADA PENDIDIKAN ISMUBA DI SD MUHAMMADIYAH iswanto iswanto; Hendro Widodo
MUADDIB Jurnal Kependidikan dan Keislaman Vol. 10 No. 1 (2020)
Publisher : Universitas Muhammadiyah Ponorogo

Alternating the curriculum in almost every period of the Ministry of Education makes the education unit must follow and implement what is the policy of the Ministry of Education. The curriculum is one of the important components in achieving educational goals in schools. Not except in Muhammadiyah schools, which have curricula from elementary schools and primary and secondary education assemblies of Muhammadiyah's central leaders. So, so that curriculum development in schools does not come out of the development rules, every educational institution must refer to the principles in curriculum development. The purpose of this study is to find out the implementation of the development of curriculum principles in ISMUBA education at SD Muhammadiyah Kadisoka, Purwomartani, Kalasan, Sleman. The method used in this study is field research. From the results of the study, it is known that the Muhammadiyah Kadisoka Elementary School has successfully implemented the principles of curriculum development in ISMUBA learning and has met the achievement indicators.

Co-Authors Addinia Rizki Sabili Afnan Subekti Ahmad Muhammad Diponegoro Ahmed Kheir Osman Aisyah Ayun Khoirurrizki Alfarabi Alfarizi, Ahmad Faroch Amirin, Zainal Anak Agung Istri Sri Wiadnyani Andri Winjaya Laksana, Andri Winjaya Andrianto Budi Santoso Anindya Chasti Pelita Anis Mashdurohatun Anita Aprilia Annisa, Aulia Aris Setyawan Arqam, Mhd. Lailan Asnawi Wijayanto Astuti Budi Handayani Avanti Vera Risti P, Avanti Vera Azhiim, Raul Adam At Thariq Berutu, Khalisha Awliya Budi Santosa, Achadi Catur Saefudin, Doni Chatarina Umbul Wahyuni Dani Ratrianasari Derick Yunanda Desfa Yusmaliana Dian Pramana Dwi Sulisworo Facatle, Firman Fadillah Ahmad Nur Faizah Ayu Yuniarti Farhan Farhan Farida Hanum Faris Irfanuddin Feli Feli Gamal Abdul Nasir Zakaria Ganjar Rachmawan Adiprana Hafidh Nur Fauzi Handayani, Astuti Budi Hapizi, M Hasanah, Enung Hidayati, Dian Hopid, Abdul Ika Maryani Imtiyaz Iqbal, Dzaka Inggi Desyliana Isti, Istiqomah Faiz iswanto iswanto Jadid, Sultan Jailani, Mohammad Joessianto Eko Poetro, Joessianto Eko juliani, wikanti iffah kholizah, Siti Kristiawanto Kusuma, Ratna Yanita Lalu Wire Sanni Atmaja Mahdee Maduerawae Mahyudin Ritonga Maknin, Nur Afifah Khurin Malana, Bita Masdaudi, Muhammad Royan maya veri oktavia Mgr Sinomba Rambe Mhd. Lailan Arqam Mochammad Imron Awalludin Mohammad Basuki Rahmat, Mohammad Basuki Mohammad Jailani Mohammad Jailani Mohammad Jailani Mohammad Jailani Mohammad Jailani Mohammad Jailani Muhammad Aufakumara Sucipta Muhammad Danial Muhammad Danial Muhammad Dzulqarnain Izzuddien Abdul Ahad Muhammad Junaidi Munajah, Munajah Mundzirin Yusuf Munirah Kusnadi, Munirah Munzir Munzir, Munzir Nafisati, Novi Narendas, Orrochelcya Mardly Narendas, Orrocherrya Mardly Nuniek Rahmatika Nur Hidayah Nuraeni, Fahrida Nuraini, Febritesna Nurdianto, Talqis Nurfitrianti Nurfitrianti Ogyaningrum oktavia, maya veri Oktavianto, Sidiq Wahyu Osa Agil Pratama Osman, Ahmed Kheir Panji Hidayat Pradikta, Zendy Rafik Tri Hardian Rafika Dwi Rahmah MZ Rahaded, Umar Rahmat Ryadhush Shalihin Raniya, Pudyas Tataquna Raul Gindo Cahayao Reza Octavia Kusumaningtyas Rina Sarifah Risky, Abu Riswadi Riswadi, Riswadi RR. Ninik Barokatul Khasanah Sabili, Addinia Rizki Sabili, Addinia Rizki Sa’diyah, Aminatus Selamat Selamat Shalihin, Rahmat Ryadhush Sidiq Purnomo Silmi, Thoriq Aji Siti Aisyah Siti Fatimah Siti Fatimah Sukirman Sukirman SULASTRI Suluri Suluri Sumarno Sumarno Sumaryati Sutrisno, Sutrisno Suwandi Suwandi Suyadi Suyadi Suyadi Suyadi Suyadi, Suyadi Suyatno Suyatno Tito Restu Tantowi Triyanto, Toni Tukinem Tukinem Tukinem Tukinem Umam Mufti Urip Mudjiono, Urip Venti Venti Venti, Venti Wahid Hasim Wahyudi, Nanang Waluyo Erry Wahyudi Wantini Wantini Wantini Wantini Wardana, Budi Aditya wikanti iffah juliani Wikanti Iffah Juliani Wisnu Giri Antoro Wiwik Okta Susilawati Wulandari, Isti Yoga Yuniadi Yudi Andika Yudi Candra Hermawan Yunita, Laili Zunaidi Harahap

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