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PENDIDIKAN BERKEMAJUAN: REFLEKSI PRAKSIS PENDIDIKAN K.H. AHMAD DAHLAN Mohamad Ali; Sodiq Azis Kuntoro; Sutrisno Sutrisno
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol 4, No 1 (2016): Juni
Publisher : Graduate School, Universitas Negeri Yogyakarta

Artikel ini bertujuan untuk melacak: (1) fondasi, dimensi, dan filsafat dan teori pendidikan berkemajuan K.H. Ahmad Dahlan (1868-1923), dan (2) merefleksikan praksis pendidikan K.H. Ahad Dahlan untuk menyusun bagan konseptual pendidikan berkemajuan. Penelitian menggunakan metode sejarah yang mencakup empat tahapan: heuristik, kritik, interpretasi, dan historiografi. Mengaplikasikan analisis historis pendekatan situasional Berkhofer Jr. Penelitian berhasil menemukan bahwa: (1) fondasi pendidikan berkemajuan adalah agama yang berdialektika dengan kehidupan sosial; tiga dimensi pendidikan berkemajuan mencakup penghargaan atas akal (kecerdasan), berorientasi pada pengamalan (experience), dan menggerakkan kemajuan sosial (progress); filsafat dan teori pendidikan K.H. Ahmad Dahlan bercorak progresif religious yang mendorong kemajuan hidup duniawi dan kemuliaan hidup akhirat. (2) Secara konseptual pendidikan berkemajuan berlandaskan agama dan kehidupan sosial yang sangat menghargai kecerdasan (akal/inteligen) sebagai piranti untuk memahami pesan-pesan agama dan anatomi kehidupan sosial, dan bertujuan untuk menumbuhkan akal (kecerdasan) sehingga bertumbuh (growth) utuh kepribadiannya dan bersedia terlibat dalam menggerakkan kemajuan sosial (progress).Kata kunci: K.H. Ahmad Dahlan, pendidikan progresif, pendidikan berkemajuan. PROGRESSIVE EDUCATION: EDUCATION PRAXIS REFLECTION OF K.H. AHMAD DAHLANAbstractThis research is aimed at (1) investigating the foundation, dimension, and phylosophy of progressive education of K.H. Ahmad Dahlan (1868-1923), and (2) reflecting the education praxis of K.H. Ahmad Dahlan in the arrangement of conceptual design of progressive education. The research employed historical method including four steps: heuristic, criticism, interpretation, and historiography. Applying the situational-approach historical analysis proposed by Berkhofer Jr., the research reveals that: (1) the foundation of progressive education is religion which is dialectical with social life; three dimensions of progressive education include appreciation on mind (intelligence), orientation to implementation (experience), and the move of social advancement (progress); the educational phylosophy and theory of K.H. Ahmad Dahlan contains progressive religious pattern which encourages progress in secular life and glory in beyond. (2) Conceptually, progressive education stands on the basis of religion and social life with high appreciation in intelligence as a means to understand religious values and social life anatomy, and aims to grow reason (intelligence) for the betterment of a person’s whole personality growth which makes him willing to be iinvolved in social progress.Keywords: K.H. Ahmad Dahlan, progressive education

Self-Regulatory Learning Patterns of Disabled Students at UIN Sunan Kalijaga Yogyakarta Zamakhsari Zamakhsari; Siswanto Masruri; Sutrisno Sutrisno
International Journal of Islamic Educational Psychology Vol 1, No 2 (2020): December
Publisher : Universitas Muhammadiyah Yogyakarta

This study aims to find the learning patterns of students with visual disabilities through self-regulation. This research approach is qualitative with phenomenological design and descriptive methods. This research study is a self-regulation pattern in students with visual disabilities by observing the interaction between students and the learning environment and social environments to achieve individual and academic goals. The author collected the data through interviews, observations, and documentation. This study concludes that this informants' metacognitive contribution provided positive and supportive directions for learning patterns based on students' self-regulation with visual disabilities UIN Sunan Kalijaga Yogyakarta. The self-regulation of informants in learning formed from this metacognitive knowledge relied on the sense of hearing. The strategy came from listening, taking, and reading notes.

The Role of the Connection Book in Disciplining Students’ Five-Time Prayer In MI Integral Al-Ukhuwah Rif'atul Ajizah; Sutrisno Sutrisno
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol 12, No 1 (2022): JANUARY - JUNE
Publisher : Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/aladzkapgmi.v12i1.5883

Prayer is the pillar of religion. Prayers must be accustomed to be carried out as early as possible. The education level of Madrasah Ibtidaiyah (MI) is the right school level to get children to pray five times a day. This study aims to determine the role of connection books in getting children to pray five times at home and school. This research is field research, which is descriptive and qualitative in nature. The methods used in collecting data are interviews, observation, and documentation. The subjects in this study were classroom teachers and parents of MI Integral Al-Ukhuwah students. While the object is the role of the connection book in disciplining students to pray five times a day at MI Integral Al-Ukhuwah. The results showed that the role of the connection book succeeded in getting students to pray five times both at home and at school. The conclusion of the connection book is a book that is used as a medium of communication between teachers and parents and is able to familiarize students with the five daily prayers.

ANALISIS IMPLEMENTASI KEBIJAKAN MERDEKA BELAJAR KAMPUS MERDEKA (MBKM) DI PERGURUAN TINGGI PADA MASA PANDEMI COVID 19 Nailurrohmah Khoiri; Sutrisno Sutrisno
Irfani (e-Journal) Vol. 19 No. 1 (2023): Irfani (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/ir.v19i1.3133

Abstract Digital transformation, which is developing so rapidly in the world of education, requires educators and students to utilize technology in the learning process. Various efforts have been made by the government to face the era of technological advances, one of which is in the world of higher education by enforcing the Merdeka Learn Kampus Merdeka (MBKM) policy. However, due to face-to-face restrictions as a result of the Covid-19 pandemic, there are bound to be obstacles in its implementation. By using the Systematic Literature Review (SLR) method to study and analyze journals that discuss MBKM policies, the results show that the implementation of MBKM in both PTS, PTN, and PTKIN is not balanced with the program objectives that have been formulated. There were several obstacles in its implementation, especially both before Covid-19 and during Covid-19 which had an impact on the quality of university graduates. Therefore, there is a need for balanced coordination between the government, universities, partners and students. So that the programs planned are in accordance with the ability of PT in facilitating students, the readiness of students in implementing the program, the needs of partner companies/industries and in accordance with the goals formulated by the government.

ANALISIS IMPLEMENTASI KEBIJAKAN MERDEKA BELAJAR KAMPUS MERDEKA (MBKM) DI PERGURUAN TINGGI PADA MASA PANDEMI COVID 19 Nailurrohmah Khoiri; Sutrisno Sutrisno
Irfani (e-Journal) Vol. 19 No. 1 (2023): Irfani (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/ir.v19i1.3133

Abstract Digital transformation, which is developing so rapidly in the world of education, requires educators and students to utilize technology in the learning process. Various efforts have been made by the government to face the era of technological advances, one of which is in the world of higher education by enforcing the Merdeka Learn Kampus Merdeka (MBKM) policy. However, due to face-to-face restrictions as a result of the Covid-19 pandemic, there are bound to be obstacles in its implementation. By using the Systematic Literature Review (SLR) method to study and analyze journals that discuss MBKM policies, the results show that the implementation of MBKM in both PTS, PTN, and PTKIN is not balanced with the program objectives that have been formulated. There were several obstacles in its implementation, especially both before Covid-19 and during Covid-19 which had an impact on the quality of university graduates. Therefore, there is a need for balanced coordination between the government, universities, partners and students. So that the programs planned are in accordance with the ability of PT in facilitating students, the readiness of students in implementing the program, the needs of partner companies/industries and in accordance with the goals formulated by the government.

Exploring Moral Values through Story Education: Madrasah Ibtidaiyah/Elementary School Student Character Building Solutions Rita Sari; Sutrisno Sutrisno; Nina Rahayu; Febriyantika Wulandari; Taqwa Nur Ibad; Agus Riyan Oktori
At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan Vol. 12 No. 2 (2025): At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan
Publisher : the Faculty of Education and Teacher Training of the Institut Agama Islam Negeri (IAIN) Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/tarbawi.v12i2.12411

Learning Islamic values for Madrasah Ibtidaiyah (MI) students or Elementary School (SD) children presents challenges in conveying abstract moral and spiritual concepts, considering that children's cognitive abilities are at the concrete operational stage. The primary challenge is to effectively internalise Qur'anic values so that they can be understood, internalised, and practised in everyday life. This article aims to explore the effectiveness of learning based on Qur'anic stories as a pedagogical strategy that is appropriate to children's developmental characteristics. The research uses a qualitative approach with literature study methods. The results of the study show that Qur'anic stories have strong potential in forming noble morals, because they present characters, event plots, conflicts and resolutions that are concrete, so that it makes it easier for children to interpret abstract values. In addition, the integration of stories with creative methods such as role playing, drawing, and group discussions increases students' emotional engagement and conceptual understanding. This research recommends that MI/SD teachers develop interactive Qur'anic story-based learning models, use visual and audio media to strengthen the learning experience, and carry out ongoing assessments of the application of values in student behaviour. This approach is believed to be able to shape Islamic character from an early age and provide a strong foundation for the younger generation in facing the challenges of the times.

Learning the Values of Religious Moderation in the Context of Higher Education Andrianto Andrianto; Sutrisno Sutrisno; Muqowim Muqowim
Tarbiyah : Jurnal Ilmiah Kependidikan Vol. 14 No. 2 (2025)
Publisher : Universitas Islam Negeri Antasari Banjarmasin, South Kalimantan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/tarbiyah.v14i2.15929

Indonesia, as a country with religious and cultural diversity, needs education that teaches moderate and tolerant attitudes, especially in higher education. Yogyakarta State University (UNY) has an important role in instilling religious moderation values to its students to encourage harmony in a plural society. This research aims to explore the implementation of religious moderation values education at UNY and analyse the application of such learning in the context of higher education. The approach used is qualitative with a case study method, where data is collected through in-depth interviews with students, lecturers, and managers of religious education programmes, as well as observations of activities related to religious moderation. The data obtained included interviews with relevant parties, as well as observations of religious education programs at UNY, such as religious education courses, interfaith dialogue forums, and student organisation activities. The results show that UNY has successfully integrated the values of religious moderation through various educational programmes and activities on campus. However, challenges such as differences in religious understanding, the influence of radicalisation from outside the campus, and limited facilities for wider dialogue are still obstacles in this effort.

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