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All Journal EDUCATIO : Journal of Education JURNAL LENTERA : Kajian Keagamaan, Keilmuan dan Teknologi EDUTEC : Journal of Education And Technology
Yuni Masrifatin
STAI Miftahul Ula Nganjuk
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Non-graded Education: Recognition of Individual Differences Yuni Masrifatin
EDUCATIO : Journal of Education Vol 3 No 2 (2018): November 2018
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (870.701 KB) | DOI: 10.29138/educatio.v3i2.65

Abstract

The objective of this research is to develop a non-graded education models in this model, the curriculum materials are adapted into sequentially arranged materials. Students are grouped on the bases of Reviews their ages, it is possible to have a variety of learning materials and a variety of learning activities within one classroom at the same time. An individual is mastery learning approach is implemented. The location of research was in the town of Surakarta. The initial activity was adapting the existing curriculum materials into sequential learning units. The non ~ graded model was tried out in grade 1 of SO Al Firdaus with 62 students (parallel classes). Research results indicate: i) The initial levels of competence of students in a classroom are heterogeneous. 2) In terms of language and sequence of materials, the adapted curriculum package was rated as excellent, but in appropriateness to the levels of development, a few materials for the lower grades need to be revised. 3) Teachers and parents Agreed on the heterogeneity of classes in schools, but disagreed on the feasibility of multilevel curriculum materials and multi-modality of learning. The two groups Also Agreed on the low competence of teachers in teaching non-graded classrooms. 4) After one year in progress, the non-graded models Showed beneficial for fast and slow learners
Konsep Pendidikan Profetik sebagai Pilar Humanisasi Yuni Masrifatin
JURNAL LENTERA : Kajian Keagamaan, Keilmuan dan Teknologi Vol 18 No 2 (2019): September 2019
Publisher : LP2M STAI Miftahul 'Ula (STAIM) Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (500.579 KB) | DOI: 10.29138/lentera.v18i2.142

Abstract

Prophetic education can be understood as a set of theories that not only describe and transform social phenomena, and not only change things for the sake of change, but more than that, are expected to direct changes on the basis of ethical and prophetic ideals. The three main pillars in prophetic social science are: amar ma'ruf (humanization), nahi munkar (liberation), and tu`minuna blades (transcendence). The existing education process tends to be monotonous, indoctrinative, teacher-centered, top-down, mechanical, verbal, cognitive and the mission of education has been misleading. No wonder there is an impression that Islamic education practices and processes are sterile from the context of reality, so that they are not able to make a clear contribution to the various problems that arise. Education, especially religion, is considered not effective enough to contribute in solving problems. Because of this, many ideas emerged about the need to interpret and reorient, including making a paradigm shift from the current educational practice. Education must be interpreted as an effort to help humans reach their reality by optimizing all their human potential. With this understanding, all processes leading to the realization of human potential optimization, regardless of place and time, are categorized as educational activities. Conversely, if there is a practice that is said to be education it actually hinders development, the potential for humanity in its various forms, then this is actually not the practice of education. However, it must be realized that there are indeed differences in methods or strategies between one another, but these differences should only be limited to the technical implementation, not the meaning of education itself.
Prophetic Leadership Khulafaur Rosyidin Yuni Masrifatin
EDUTEC : Journal of Education And Technology Vol 2 No 1 (2018): September 2018
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1127.488 KB) | DOI: 10.29062/edu.v2i1.21

Abstract

Leadership is a mandate and therefore, in an Islamic system, one must not demand a position. Leaders have a very important position for community groups, nation and state. A community, nation and state will not advance, safe and directed if there is no leader. Leaders become the key to success in a community, leaders who are able to provide a sense of security, peace, and able to realize the wishes of their people, that is what is considered a successful leader. Successful leaders are leaders who are loved by those they lead, so their minds are always supported, their orders are always followed and the people defend them without being asked first. The leadership figure that approaches this explanation is the leadership of the Prophet and his companions (Khulafaur Rasyidin). Abu Bakr was chosen to be the caliph to replace leadership after the Messenger of Allah was a blessing in itself, and this kind of privilege was given to him by Allah. Basically the companions of the Prophet are people who will inherit Islamic da'wah / treatise for all mankind, as well as being a leader for themselves with their exemplary example and the Islamic faith in carrying out the shari'ah of Allah Almighty and His Rasul, both through the book of Allah and the sunnah of the Messenger of Allah. In this paper, it will be discussed how the leadership progress in the Khulafaur Rosyidin period, as long as a leader, the problems faced as well as the progress that has been achieved in fighting for and expanding the Islamic territory, so that Islam can be glorious at that time.
Contribution of Pesantren Miftahul Ula Nganjuk in Community-Based Education Development Muh Barid Nizarudin Wajdi; Yuni Masrifatin; Syamsul Arifin; Abdul Haris; M. Samsul Hady
EDUTEC : Journal of Education And Technology Vol 6 No 1 (2022): September 2022
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/edu.v6i1.429

Abstract

Pondok Pesantren or Islamic Boarding School has become a sub-culture of the Indonesian people, assimilated with the community. Islamic boarding school students and alumni have long participated in community activities. This article aims to explore the role of Miftahul Ula Islamic Boarding School in community development through education. This research was conducted using the ABCD approach. The results showed that the Miftahul Ula Islamic Boarding School could develop the community through education by building formal and non-formal institutions that were recognized by the government, so that the surrounding community could fulfill their needs, especially in the field of education.
Co-Authors Abdul Haris M Samsul Hady Syamsul Arifin Wajdi, Muh Barid Nizarudin