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All Journal JURNAL PENELITIAN Jurnal Penelitian AL-ISHLAH: Jurnal Pendidikan Islam Nuansa : Jurnal Studi Islam dan Kemasyarakatan Symfonia: Jurnal Pendidikan Agama Islam
Eka Yanuarti
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Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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PEMIKIRAN PENDIDIKAN KI. HAJAR DEWANTARA DAN RELEVANSINYA DENGAN KURIKULUM 13 Eka Yanuarti
Jurnal Penelitian Vol 11, No 2 (2017): JURNAL PENELITIAN
Publisher : LP2M IAIN kUDUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jupe.v11i2.3489

Abstract

The progress in education side today, cannot be separated from the role of figures as the main actor. The figure who has a major contribution to the development of education in Indonesia and become a Father of National Education that is KI. Hajar Dewantara, This study is a library research by using content analysis approach. His thought about education is relevant to the K13, such as learning objectives, which are aimed at educational goals in four dimensions, physical, intellectual, spiritual and social objectives. The purpose of education is; equally directing educational goals relating to individuals and society, but in K13 the objectives itself are further related to the nation and state, even the civilization of the world. The role of educators according to KI. Hajar Dewantara as facilitator and motivator. Meanwhile, according to the k13 the role of educator itself as a facilitator in learning and as a learning partner for learners. Both agree that there are four competencies that must be owned by an educator, namely pedagogic, personality, social and professional. The principle of learning in theEka Yanuarti414 Jurnal Penelitian, Vol. 11, No. 2, Agustus 2017K13 also related to the Father of National Education’s learning principles. He stated that there are five principles itself: the principle of independence, the principle of nationality, the principle of culture, the principle of nature and the principle of humanity. Furthermore, in the learning materials both agreed that learning materials are taught in accordance with the level of development of the age of learners. Both of them put the subjects of education of Religion and Character in every level of the educational unit
PEMIKIRAN PENDIDIKAN KI. HAJAR DEWANTARA DAN RELEVANSINYA DENGAN KURIKULUM 13 Eka Yanuarti
Jurnal Penelitian Vol 11, No 2 (2017): JURNAL PENELITIAN
Publisher : LP2M IAIN kUDUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jupe.v11i2.3489

Abstract

The progress in education side today, cannot be separated from the role of figures as the main actor. The figure who has a major contribution to the development of education in Indonesia and become a Father of National Education that is KI. Hajar Dewantara, This study is a library research by using content analysis approach. His thought about education is relevant to the K13, such as learning objectives, which are aimed at educational goals in four dimensions, physical, intellectual, spiritual and social objectives. The purpose of education is; equally directing educational goals relating to individuals and society, but in K13 the objectives itself are further related to the nation and state, even the civilization of the world. The role of educators according to KI. Hajar Dewantara as facilitator and motivator. Meanwhile, according to the k13 the role of educator itself as a facilitator in learning and as a learning partner for learners. Both agree that there are four competencies that must be owned by an educator, namely pedagogic, personality, social and professional. The principle of learning in theEka Yanuarti414 Jurnal Penelitian, Vol. 11, No. 2, Agustus 2017K13 also related to the Father of National Education’s learning principles. He stated that there are five principles itself: the principle of independence, the principle of nationality, the principle of culture, the principle of nature and the principle of humanity. Furthermore, in the learning materials both agreed that learning materials are taught in accordance with the level of development of the age of learners. Both of them put the subjects of education of Religion and Character in every level of the educational unit
STUDI KOMPARATIF PRESTASI SISWA (Mengikuti dan tidak Mengikuti Ekstrakurikuler ROHIS) Eka Yanuarti
Al-Ishlah: Jurnal Pendidikan Islam Vol 14 No 2 (2016): Al-Ishlah: Jurnal Studi Pendidikan
Publisher : IAIN PAREPARE

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (589.685 KB) | DOI: 10.35905/alishlah.v14i2.389

Abstract

A teacher has to be aware that every student he faces is entitled to a good teaching. But in his daily duties the teacher is faced with a challenge of giving the same teaching to different students. We know that humans are endowed with interests and talents, but it becomes wasteful when the interests and talents are not well established and channeled in accordance with the expectation so that less result an achievement. We honestly admit that not all students are able to master the subjects taught in the classroom when in fact that is what should be a provision for them, of course this is caused by many factors, these factors can be interest, study time and disorders when they want to learn. So that their ability to the fields taught in the classroom is not maximal. Every student is entitled to a good education. Schools should therefore provide a special venue for the development of interests, talents, and the addition of students' knowledge in the areas they love so they can hone their interests and talents, and add to their knowledge, such as Rohis extracurricular.
UPAYA PERANGKAT DESA AIR HITAM KECAMATAN UJAN MAS DALAM MENCEGAH TIMBULNYA TINDAKAN ASUSILA Eka Yanuarti; Desti Yunita
Nuansa : Jurnal Studi Islam dan Kemasyarakatan Vol 12, No 2 (2019): Desember
Publisher : Universitas Islam Negeri Fatmawati Sukarno

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/nuansa.v12i2.2769

Abstract

Upaya Perangkat Desa Air Hitam Kecamatan Ujan Mas Dalam Mencegah Timbulnya Tindakan Asusila. Tujuan penelitian ini adalah untuk mengetahui bangaimana upaya Desa Air Hitam Kecamatan Ujan Mas dalam mencegah tindakan Asusila. Penelitian ini menggunakan teknik penelitian kualitatif. Hasil penelitian mengenai upaya Desa Air Hitam Kecamatan Ujan Mas dalam mencegah tindakan Asusila adalah pertama adanya peraturan seperti cuci dusun, denda dan upaya-upaya lainnya seperti pola asuh yang harus lakkan oleh setiap orang tua dan untuk terus mengawasi anaknya, kedua adanya pendekatan langsung kepada masyarakat dengan berbincang langsung, serta menegakan peratutan peraturan pemerintahan yang ditetapkan seperti denda bagi pelaku tindakan asusila dan kemudian juga melalui sosialisasi yang dilakukan melalui pertemuan-pertemuan di desa, ketiga faktor –faktor yang mempengaruhi upaya pemerintah desa dalam Mencegah Timbulnya tindakan asusila ada dua yaitu pengahambat yang meliputi kondisi penduduk, partisipasi masyarakat dan fasilitas dan peralatan sedangkan faktor pendukungnya adalah kewibawaan dan kekuasaan pemerintah desa itu sendiri.
Internalisasi Nilai-Nilai Moderasi Beragama Dalam Kurikulum Merdeka Belajar Pendidikan Agama Islam Hilmin; Dwi Noviani; Eka Yanuarti
Symfonia: Jurnal Pendidikan Agama Islam Vol 3 No 1 (2023): Symfonia: Jurnal Pendidikan Agama Islam
Publisher : Institut Agama Islam Al-Quran Al-Ittifaqiah (IAIQI) Indralaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53649/symfonia.v3i1.34

Abstract

Penelitian ini bertujuan mendeskripsikan internalisasi nilai-nilai moderasi beragama dalam kurikulum merdeka pendidikan agama Islam. Adapun metode pada penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian studi kepustakaan. Pengumpulan data diperoleh melalui pencermatan terhadap literatur terkait berupa artikel, buku, dokumen, kebijakan, maupun pencermatan terhadap literatur online. Selanjutnya melakukan pendekatan interpretasi dengan mengkaji data-data pada evidensi objektif, untuk mencapai kebenaran otentik. Interpretasi di sini bahan atau data-data yang sudah dideskripsikan, kemudian diinterpretasikan dan dianalisis kembali untuk menunjukan dan memperjelas tentang nilai-nilai moderasi beragama dalam kurikulum merdeka belajar pendidikan agama Islam secara objektif, runtut, komprehensif, dan mendasar. Hasil penelitian menunjukkan korelasi yang kuat dan saling menguatkan bahwa nilai-nilai moderasi beragama dapat diinternalisasikan ke dalam kurikulum merdeka pendidikan agama islam. Desain kurikulum merdeka untuk pendidikan agama islam sebagai bagian penting untuk memperkuat moderasi beragama dalam kehidupan masyarakat. Prinsip-prinsip yang terkandung di dalam kurikulum merdeka sangat selaras dengan nilai-nilai pemikiran moderasi beragama. Kurikulum merdeka pendidikan agama islam sangat membutuhkan kerangka konsep dan dasar pemikiran yang moderat dan kontekstual.
Co-Authors Desti Yunita Dwi Noviani Hilmin