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All Journal Jurnal Ilmiah WUNY Ganendra: Majalah IPTEK Nuklir Suhuf Tadrib: Jurnal Pendidikan Agama Islam Ishraqi ATTARBIYAH: Journal of Islamic Culture and Education PROSIDING SEMINAR NASIONAL AGRIBISNIS Iseedu: Journal of Islamic Educational Thoughts and Practices Islamic Management: Jurnal Manajemen Pendidikan Islam Jurnal Pascapanen dan Bioteknologi Kelautan dan Perikanan Inovasi: Jurnal Ilmiah Ilmu Manajemen JRTI (Jurnal Riset Tindakan Indonesia) SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Jurnal Dinamika Manajemen Pendidikan (JDMP) Jurnal Ilmiah Cendekia Eksakta Ideguru: Jurnal Karya Ilmiah Guru Al-Ulum: Jurnal Pendidikan Islam Jurnal Ekonomi Al-Ulum: Jurnal Pendidikan Islam Tarbiyah Wa Ta'lim: Jurnal Penelitian Pendidikan dan Pembelajaran Mediagro el-Buhuth: Borneo Journal of Islamic Studies Journal of Educational Sciences Prosiding University Research Colloquium Electronic Journal of Education, Social Economics and Technology Jurnal Ekonomi Pertanian dan Agribisnis Iseedu: Journal of Islamic Educational Thoughts and Practices Jurnal Insani

Istanto Istanto

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Author-ID : 289937

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Veterinary Other

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ANALISIS NILAI TAMBAH DAUN KERSEN SEBAGAI BAHAN BAKU SIRUP PADA CV HARYO INDUSTRI KABUPATEN KENDAL Istanto, Istanto; Prabowo, Rossi
CENDEKIA EKSAKTA Vol 6, No 1 (2021)
Publisher : Universitas Wahid Hasyim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/ce.v6i1.3037

Abstrak Added value is the addition of the value of a product before the production process is carried out and after the production process is done. Processing of kersen leaves into kersen leaf syrup is done with the aim of increasing selling value. Through the activities of the production process, it is possible to provide added value as a result of the issuance of costs, resulting in higher new prices and greater profits.The purpose of this study is to find out how much value added from the processing of kersen leaves to syrup in the CV.HaryoIndustri home industry in Kendal Regency. The basic method of this research is descriptive method while the method of implementation is a case study technique that is in the home industry business of CV Haryo Industri in Kendal Regency. The number of respondents interviewed as many as 6 people consisted of business owners and labor. While collecting data and information with interview techniques, recording and observation.The results showed that the gross added value in the business of making leaf syrup in CV Haryo Industries Kendal Regency obtained a value of Rp. 177,210,000, net added value of Rp. 166,798,958, added value per syrup raw material is Rp. 402,750 / kg, and added value per workforce of Rp. 54,903 / JKO. While the total costs incurred by CV Haryo Industri in making syrup of kersen leaves in a one-year production period amounted to Rp. 214,561,042. These costs are obtained from the sum of the fixed costs of Rp. 38,281,042 with variable costs of Rp. 176,280,000. Whereas the amount of receipts for making syrup from the leaves of CV Haryo Industries during 2017 amounted to Rp. 277,830,000 / year with an income of Rp. 63,268,958 / year. Kata Kunci: Kersen, Value added, financial aspects

Strengthening the capacity of millennial generation of Merapi slopes to disasters through the application of smart schools in the Logede region Istanto Istanto; Tika Retnowati; Moordiningsih Moordiningsih; Mohamad Ali
ATTARBIYAH: Journal of Islamic Culture and Education Vol 4, No 2 (2019): Attarbiyah: Journal of Islamic Culture and Education
Publisher : IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/attarbiyah.v4i2.185-205

Millennial generation of Merapi Slopes view that the eruption of Mount Merapi is a natural cycle, so they are required to be able to adapt to the natural environment. It is a necessity to increase the capacity of millennial generation in the context of disaster management. SMPN 2 Karangnongko applies the Smart School extracurricular in order to disseminate the values of peace and disaster management. The purpose of this study is to describe the perception of millennial generation towards disaster and the effect of the application of Smart Schools on capacity building. The study uses qualitative methods with data collection methods of observation, interviews and documentation. The results showed that the perception of millennial generation in Logede region towards disasters as tragedies, ordeal, tests, and unpleasant events that brought misery. This view is influenced by religious values and local wisdom that develops in the community.

ANALISIS UNSUR TOKSIK DAN MAKRO-MIKRO NUTRIEN DALAM BAHAN MAKANAN DENGAN METODE ANALISIS AKTIVASI NEUTRON Rina Mulyaningsih; Istanto Istanto; Saeful Yusuf; Siti Suprapti
GANENDRA Majalah IPTEK Nuklir Volume 13 Nomor 1 Januari 2010
Publisher : Website

ANALISIS UNSUR TOKSIK DAN MAKRO-MIKRO NUTRIEN DALAM BAHAN MAKANAN DENGAN METODEANALISIS AKTIVASI NEUTRON. Telah dilakukan penentuan kadar unsur toksik dan makro-mikro nutrien dalambahan makanan dengan menggunakan metode analisis aktivasi neutron (AAN). Jenis cuplikan bahan makanan yangditeliti meliputi sayuran, kacang-kacangan, bumbu dan rempah, tepung, daging dan ikan. Cuplikan dikumpulkan daripasar Serpong. Hasil analisis menunjukkan bahwa cuplikan bahan makanan mengandung makro nutrien dengankadar > 1000 mg/kg, seperti : K, Ca, Mg, Na dan Cl, mikronutrien dengan kadar antara 10 hingga < 1000 mg/kg: Fe,Mn, Zn, Se, Br, Rb, dan La, dan unsur toksik Co, Sb, Hg, As dan Cr dengan kadar kurang dari 5 mg/kg. KonsentrasiAs dalam ikan, beras dan Hg dalam cabai merah dan ikan telah melebihi baku mutu yang ditetapkan pemerintah.Konsentrasi Zn dalam beberapa cuplikan, telah melebihi nilai baku mutu. Batasan nilai ini perlu dipertimbangkan,mengingat rata-rata asupan harian Zn masih di bawah nilai yang direkomendasikan yaitu 15 mg/hari. Kekuranganunsur ini dapat mengganggu pertumbuhan dan metabolisme tubuh. Kadar Al dalam bahan makanan cukup tinggiantara 10 – 500 mg/kg, logam Al termasuk logam ringan yang bersifat toksik, sehingga keberadaannya perlumendapat perhatian. Evaluasi unsur-unsur dibandingkan terhadap nilai kecukupan kebutuhan harian RDA(Recommended Daily Acceptable). Dalam studi ini dijelaskan juga efek apabila kekurangan atau kelebihan asupanunsur tersebut bagi kesehatan.Kata kunci : makro-mikro nutrien, unsur toksik, bahan makanan, aktivasi neutron

Peranan Media Sosial dalam Dunia Pendidikan Istanto Istanto
Jurnal Ilmiah WUNY Majalah WUNY XVII Nomor 1, Februari 2015
Publisher : Universitas Negeri Yogyakarta

Pada perkembangan zaman yang sangat pesat, maka proses belajar mengajar di sekolah turut mengalami perubahan. Dalam bidang teknologi informasi dan komunikasi, penetrasi gadget yang begitu deras telah mengubah paradigma pendidikan menjadi berbasis teknologi. Namun, ke manakah sesungguhnya arah perubahan tersebut? Menurut Jean Piaget dalam Suparno, Paul, (2000) bahwa bayi mulai mengembangkan sensor motorik mereka pada usia antara 0-2 tahun. Pada saat itu, bayi mulai belajar mengkoordinasikan segenap organ tubuh, dalam rangka mengasosiasikannya dengan obyek ekst ernal . Perkembangan t eknol ogi yang begi t u deras t el ah menyebabkan bayi pada usia tersebut tidak hanya mengkoordinasikan motorik mereka terhadap obyek seperti mobil mainan atau meja, namun juga terhadap gadget. Saat ini telah lahir generasi yang sudah familiar terhadap TIK dari usia sangat dini, meskipun masih terbatas pada aplikasi pendidikan usia dini, namun sudah fasih dalam menggunakan gadget, terutama tablet.

PENGEMBANGAN MANAJEMEN SEKOLAH ISLAM UNGGUL: Mempertimbangkan Pendekatan Total Quality Management (TQM) Mohamad Ali; Istanto Istanto
Suhuf Vol 30, No 1 (2018): Mei
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Kebijakan pendidikan Indonesia paska Orde Baru mengalami perubahan amat mendasar; dari pola sentralisasi ke desentralisasi, yang bermuara pada terwujudnya kemandirian sekolah. Bersamaan dengan itu, menjamurlah sekolah model baru yang berkualitas unggul di sejumlah kota. Kehadiran sekolah model baru ini membuat persaingan antar sekolah unggul semakin seru. Dulu, sekolah unggul identik dengan sekolah negeri. Namun dalam perkembangan baru, justru sekolah swasta, terutama sekolah Islam, yang lebih mewarnai. Sekarang ini, dan di masa depan, kontestasi antar sekolah unggul semakin kompleks dan rumit. Keberlangsungan keunggulan suatu sekolah, sangat bergantung pada pendekatan atau strategi manajemen yang dipilih. Total Quality Managemen (TQM), atau manajemen kualitas total bisa menjadi alternatif pendekatan untuk menjamin keberlanjutan keunggulan suatu sekolah agar berdaya saing tinggi.

SCHOOL LEADERSHIP LEADERSHIP IN DEVELOPING A LEADING PROGRAM IN SMA MTA SURAKARTA Datik Nurmuslimah; Istanto Istanto
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 2, No 2 (2018): November
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/iseedu.v2i2.10265

Principal Leadership is how school principals lead to be able to influence all school members to achieve quality schools. Principal leadership as a manager in developing special class programs at MTA Surakarta High School by doing planning, organizing, mobilizing, and monitoring. Whereas the style used by the Principal in developing special class programs is a collaborative style, a combination of visionary style and democratic style.The purpose of this study is to describe the principal's leadership in developing a Special Class Program in Surakarta MTA High School 2018/2019 Academic Year, describing the principal's leadership style in developing Special Class Programs in Surakarta MTA High School 2018/2019 Academic Year.This study took place in MTA Surakarta High School. Data collection techniques using interview methods, observation methods, and documentation methods. Data analysis was carried out through four stages, including: data collection, data reduction, data presentation, and conclusion. The data validity test uses data triangulation which is to re-inquire the main subject statement to the supporting source to find out whether it is true or not.The results of this study are (1) Principal leadership in MTA Surakarta High School as a manager especially in developing special class programs is to establish good cooperative relations with partner institutions, namely Tahfidz with teachers who are already hafidz, Arabic Language in collaboration with Ma'had Abu Bakr, and English in collaboration with IEC. The principal in collaboration with the curriculum divides the lesson schedule in the special class program with the format of half the number of students in the class taking regular lessons, half of them taking tahfidz lessons. The headmaster always invites discussion of teachers who teach special class programs for better development. The principal conducts meetings both jointly and individually in accordance with the necessary interests. The principal is always trying to follow all educational activities. The principal always gives motivation to teachers, staff / employees, and students. (2) Principal leadership style in developing special class programs using collaborative styles, namely the visionary style and democratic style. This means that principals provide motivation that is always associated with death, listen to all criticisms and suggestions from school members and stakeholders, respect the ideas and creativity of school people, always act decisively towards policies that have been made, always try to be fair to every problem.

IMPLEMENTATION OF LEADERSHIP COMPETENCY OF ISLAMIC RELIGIOUS EDUCATION TEACHERS IN DEVELOPING ISLAMIC CULTURE IN SMP MUHAMMADIYAH 1 KLATEN Widyaningrum Widyaningrum; Istanto Istanto
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 3, No 2 (2019): NOVEMBER
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/iseedu.v3i2.12503

In this day and age the noble character of a person wears off, so it is necessary to make improvements, one of which can be done through the field of education in schools. In SMP Muhammadiyah 1 Klaten the cultivation of noble character can be done through Islamic culture in schools. Here Islamic Religious Education teachers with their leadership competencies play an important role in the formation and development of Islamic culture in schools. There are still some Islamic Religious Education teachers who are less concerned about the leadership competencies that they must possess. So that the inculcation and development of the leadership spirit of a teacher of Islamic Education is very necessary to do because it can affect the success of a school in developing Islamic culture. Based on the background of the problem, the problem formulation was obtained, namely how the implementation of leadership competencies of Islamic Religious Education teachers in SMP Muhammadiyah 1 Klaten and how Islamic Religious Education teachers developed Islamic culture in SMP Muhammadiyah 1 Klaten. This study aims to describe the implementation of leadership competencies of Islamic Education Teachers in Muhammadiyah 1 Klaten Middle School and to describe Islamic Religious Education Teachers in developing Islamic culture in Muhammadiyah 1 Klaten Middle School. This type of research is field research using a qualitative approach. The method for data collection is the interview, documentation and observation. The data analysis technique is done through the stages of data reduction, data display and conclusion drawing. Based on the results of the analysis of research data, it can be concluded that: Islamic Religious Education Teachers at SMP Muhammadiyah 1 Klaten have implemented their leadership competencies both in learning and outside learning. The Teacher of Education has made plans, organized, became an innovator, motivator, facilitator, mentor and counselor, as well as guarded, controlled, and directed every activity. So that it is in accordance with Regulation of the Minister of Religion of the Republic of Indonesia number 16 of 2010 concerning the management of religious education in schools. In developing Islamic culture in SMP Muhammadiyah 1 Klaten Islamic Religious Education teachers through every religious activity carried out always exemplifies, motivates or encourages, and enforces discipline and witnesses for students who violate the rules that have been made so that Islamic activities can be well entrenched in junior high Muhammadiyah 1 Klaten and formed the noble character of students.

إدارة المناهج الدراسية في فترة الوباء في المدرسة الثنوية المحمدية الخاص بمحمدية الكوثر Titi Nur Karimah; Istanto Istanto
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 5, No 1 (2021): May
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/iseedu.v5i1.15986

: Kurikulum merupakan sebuah susunan rencana untuk mengatur tentang tujuan, isi dan bahan pelajaran yang secara orientatif akan diberikan maupun diterapkan dalam ruang lingkup belajar mengajar di sekolah.P engelolaan kurikulum meliputi proses perencanaan, pengorganisasian, pelaksanaan, hingga tahap pengawasan dan evaluasi. Tahap pengelolaan ini berkenaan dengan semua tindakan yang berhubungan dengan perincian dan pembagian tugas yang kemungkinan biasa dilaksanakan. Tujuan dalam penelitian ini yaitu untuk mendeskripsikan manajemen kurikulum di SMP Muhammadiyah Al Kautsar PK pada masa pandemi dan mengidentifikasi kriteria keberhasilan manajemen kurikulum di SMP Muhammadiyah Al Kautsar PK pada masa pandemi. Karena Penelitian ini berusaha memahami tentang manajemen kurikulum pada masa pandemi di SMP Muhammadiyah Al Kautsar Program Khusus.Jenis penelitian ini yaitu penelitian lapangan dengan menggunakan pendekatan kualitatif deskriptif. Metode pengumpulan data yang digunakan yaitu wawancara, observasi dan dokumentasi. Sedangkan metode analisis data yang digunakan yaitu reduksi data, penyajian data, dan penarikan kesimpulan.Hasil penelitian menjelaskan tentang manajemen kurikulum pada masa pandemi di SMP Muhammadiyah Al-Kautsar Program Khusus yang pelaksanaan dalam belajaran daring terbagi dalam 5 periode, dimana setiap periode ada 4 tahap. Tahap yang pertama adalah video conference dengan aplikasi zoom meeting, tahap yang kedua adalah pembelajaran e-learning dengan edmodo, kemudian yang ketiga adalah kegiatan kunjungan kerumah untuk memastikan kegiatan pelaksanaan keagamaan siswa di rumah dan yang keempat adalah CBT (computer based test) sebagai evaluasi materi pelajaran yang telah dilaksanakan.Pengelolaan kurikulum meliputi proses perencanaan di SMP Muhammadiyah Al Kautsar PK sebulan sebelum memasuki semester baru akan mengadakan workshop untuk mengerti bagaimana pembelajaran yang akan dibagikan kepada peserta didik dalam pembelajaran daring selama satu semester ini. Workshop yang dilakukan seperti pembuatan silabus, perangkat pembelajaran dan pembuatan video sekaligus. Pengorganisasian di SMP Muhammadiyah Al Kautsar Program Khusus dalam mengkoordinir kegiatan pembelajaran sudah direncanakan di awal yang melalui workshop. Media yang digunakan untuk pembelajaran yaitu video pembelajaran yang diupload di youtube, diskusi daring menggunakan edmodo, pembelajaran yang menggunakan video conference zoom, kunjungan kerumah dan penilaian harian. Dan untuk pelaksanaan pembelajaran menggunakan edmodo yang di upload sesuai dengan jadwal yang sudah ditentukan masing-masing pelajaran yang mendapatkan jatah 2 jam. Satu jam untuk proses siswa memahami video, kemudian satu jam setelahnya untuk siswa mengerjakan tugas-tugas. hingga tahap pengawasan Konsep pengawasan peserta didik melalui sistem absensi yang teratur, sapa wali kelas sebelum pembelajaran di gabung dengan melihat persiapan anak, kelengkapan anak, kegiatan pra sebelum pembelajaran yang akan di gabung oleh wali kelas kurang lebih satu jam sebelum pembelajaran dimulai. Pengawasan lain yaitu kegiatan ibadah yang menggunakan buku monitoring yang kerjasama dengan wali murid dalam mengontrol dan mengawasi pelaksanaan pembelajaran siswa dengan penandatangan di buku peserta didik untuk memastikan anak mengikuti kegiatan pembelajaran yang diberikan dari sekolah ataupun tidak, dan evaluasi untuk bapak ibu guru dilaksanakan setiap hari sabtu untuk mengevaluasi tentang apa yang sudah dilakukan dalam satu minggu. Dan diakhir bulan juga ada evaluasi terkait dengan apa yang sudah disampaikan oleh bapak ibu guru melalui video pembelajaran. Kemudian evaluasi untuk peserta didik yaitu dilakukan secara periodikal berdasarkan yang telah disampaikannya kompetensi dasar tentang mata pelajaran tertentu. Kemudian diakhir bulan ada evaluasi dari bapak ibu guru yang menggunakan kuis, penugasan menggunakan item yang sudah ada di edmodo, dan ulangan harian yang dilaksanakan akhir bulan. Kurikulum yang digunakan pada masa pandemi di SMP Muhammadiyah Al Kautsar PK yaitu menggunakan kurikulum darurat covid-19. Dan keberhasilan yang sudah tercapai pada masa pandemi yaitu tercipta pembelajaran yang kreatif dan inovatif, bapak ibu guruyang semangat dalam meningkatkan etos kerja, siswa mampu beradaptasi dengan metode pembelajaran jarak jauh, siswa mampu memahami dengan metode pembelajaran yang digunakan guru, siswa mampu beradaptasi dengan cepat terhadap pembelajaran pada masa pandemi, kemandirian siswa lebih tumbuh ketika pembelajaran daring, dan kesadaran pribadi peserta didik lebih baik dengan pemberian tugas kepada siswa

DEVELOPMENT OF INTEGRATED ISLAMIC CURRICULUM IN AN INTEGRATED ISLAMIC SCHOOL NETWORK TO IMPROVE THE QUALITY OF EDUCATION IN SMA IT NUR HIDAYAH KARTASURA Dwi Utari Handayani; Istanto Istanto
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 3, No 2 (2019): NOVEMBER
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/iseedu.v3i2.12504

Curriculum is a school-designed activity to provide a variety of experiences to students, both inside and outside the classroom. The curriculum is not only identic with the subject matter, but all activities designed by the school to develop the student's self capacity are also included in the curriculum. Education is a process that must be developed according to human needs. Human needs have always evolved every time the rapid growth of the times. In the development of the school curriculum, the curriculum is integrated with the national curriculum and the unified Islamic curriculum, which is where the school has developed both curriculum since 2015 and refers to the Qur'an and As-Sunnah.This research examines how the curriculum development in IT Nur Hidayah Kartasura High School in improving the quality of education and integration of national and Islamic curriculum integrated in the SMA IT Nur Hidayah Kartasura. This research aims to describe the problem of curriculum development and what is integrated national and Islamic curriculum to improve the quality of education in IT Nur Hidayah Kartasura High School.This research is a type of qualitative research, taking place at SMA IT Nur Hidayah Kartasura. In data collection, the authors conduct field studies with data collection methods in the form of interviews, observations and documentation. The analysis of data carried out using the deductive method i.e. departing from the theoretical foundation is then adjusted to be reduced to a more detailed data cause. Based on the results of research conducted by researchers, it can be concluded that SMA IT Nur Hidayah has been conducting curriculum development well and correctly and in accordance with the procedures where the school established a curriculum development team ( TPK). In the formation of TPK need preparation of human resources which include: Skills for training, curriculum documents planning, and the implementation of the curriculum. So in the election of this TPK an educator must be competent. In addition, the writing that was done at SMA IT Nur Hidayah has implemented two curricula in a single curriculum, namely the National Curriculum and integrated Islamic Curriculum (IT). The national curriculum or 2013 curriculum has been referring to scientific approaches designed in such a way that learners can be 5M (observe, formulate problems, file or formulate hypotheses, collect data, communicate). Therefore students are more active in demand. While the integrated Islamic curriculum is based on the Qur'an and As-Sunnah which is where this approach is not only the earthly only Melanikan to Ukhrowi or the hereafter.Curriculum is a school-designed activity to provide a variety of experiences to students, both inside and outside the classroom. The curriculum is not only identical with the subject matter, but all activities designed by the school to develop the self-capacity of students. Education is a process that should be developed according to human needs. Human needs have always evolved every time the rapid growth of the times. In the development of the school curriculum to develop an integrated Islamic curriculum that joins the integrated Islamic School Network (JSIT), where the school has developed the curriculum since the year 2015 and refers to the Qur'an and As-Sunnah.

Implementation of Smart (Cerdas) School Program of Muhammadiyah Disaster Management Center (MDMC): The Case Study of the SMP Muhammadiyah 1 Surakarta 2017/2018 Istanto Istanto; Siti Nur Ayiyah
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 2, No 2 (2018): November
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/iseedu.v2i2.10264

CERDAS School is one of new programs implemented in school learning. This program is important and very useful to be implemented in schools considering its excellent orientation and output for students and teachers of Islamic Religious Education and Counseling Guidance. The purpose of the CERDAS School Program is that the schools will have knowledge, skills and policies to respond to the risks of natural disasters or human-induced disasters (bullying/violence at school) and becoming agent of peace and reconciliation. The program was implemented and delivered through learning and training that were set as game in each of material delivery. In learning, CERDAS school materials were inserted in Akhlaq subject and counseling guide, while the training was held to equip and train representatives of school peace. This research was of field research and data was collected by using observational data record, interview and documentation that can support the research study. The data was analyzed by using deductive model. Findings of the research indicated that 1) Implementation of CERDAS School Program of Muhammadiyah Disaster Management Center (MDMC) in SMP Muhammadiyah 1 Surakarta was quite successful in changing the way and attitude of learners to become agents of peace for themselves and others at the school. It was seen since the implementation of CERDAS School Program that learners with advantages were not showing arrogant attitude, but they can be humble. Likewise, those who had some inferiority were not feeling inferior with their shortcomings. In fact, the shortcoming was a whip to be more eager to appreciate God's blessings. With the CERDAS School Program, learners know how to make peace with themselves, barriers to the peace, and find a way to the peace. 2) Implementation of TANDUR method in Smart School Program of SMP Muhammadiyah 1 Surakarta can be conducted during Training of CERDAS School Representatives through Wisdom Word, introduction to and core of learning, model and practice and action. While, the TANDUR method was delivered duringschool hours in core of learning only.

Co-Authors Al Chudri, Muhammad Chabib Anggraeni, Agustina Putri Ariyanti Ariyanti Ayiyah, Siti Nur Ayiyah, Siti Nur Datik Nurmuslimah Deddy Irawan Permana Putra, Deddy Irawan Permana Deswita, Elvira Dewi Hastuti Dewi Hastuti Dianawati, Eva Dwi Utari Handayani Endah Subekti Ernani Nur Jannah Fachriyan, Hilmi Arija Fadhilah, Arum Fatihah, Siti Handayani, Dwi Utari Hendri Wibowo Hilmi Arija Fachriyan, Hilmi Arija Hombing, Angelina Br Iim Wasliman Khasanah, Uswahtun lutfiani, Dwi Mayaut, Flores George Ma’arif Jamu’in Mohamad Ali Moordiningsih Moordiningsih Mujib, M Fatkhul Murdahayu Makmur Mursyida Munashiroh Nasywa, Rifany nimah, lulua ulyn Nur Jannah, Ernani Nurmuslimah, Datik Nursinta, Wulan Tri Prasetya, Shema Andi Priasetyono, Yogi Priharseno, Aldi Cahyo Qomariah, Nirmala Fitri Rahayu, Aprillia Cebbing Ageng Ramadhan, Azrifvan Fakhri Refinel - Renan Subantoro Rina Mulyaningsih Rosa Melinda Rossi Prabowo Saeful Yusuf Sari, Rika Sembiring, Rinawati Siti Nur Ayiyah Siti Suprapti Solly Aryza Sukirman Sukirman Sulistianingrum, Sekar Syekha, Qosim Nur Taslimah, In Tika Retnowati Titi Nur Karimah Wahyu Retno Prihatiningsih Wulandayu, Nurya Putri Zuhaery, Muhammad

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