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All Journal Jurnal Pendidikan Agama Islam Takuana: Jurnal Pendidikan, Sains, dan Humaniora Sigma: Jurnal Sinergi Mengabdi Al-Tarbawi Al-Haditsah
Suwadi Suwadi
UIN Sunan Kalijaga Yogyakarta
Religion Arts Humanities Education Social Sciences Other

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VITALISASI SEKOLAH BERBASIS MODAL SOSIAL (Studi Kasus Penguatan Sekolah melalui Integrasi Modal Sosial dalam Kepemimpinan Sekolah di SMP Diponegoro Depok Sleman) Suwadi Suwadi
Jurnal Pendidikan Agama Islam Vol 12 No 2 (2015): Jurnal Pendidikan Agama Islam
Publisher : Department of Islamic Education, The State Islamic University Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (333.453 KB) | DOI: 10.14421/jpai.2015.122-01

Abstract

This study aims at finding the potential and the actuality of social capital in school leadership to improve the school vitality. This study was conducted by means of naturalistic qualitative approach. Thesetting was Diponegoro the private junior high schools in Sleman Regency. The subjects consisted of case of school established through purposive sampling techniques. The research procedure consisted of four steps by means of data collection methods in the form of observation, in-depth interviews, and document study. The data were using by inductive models, while the validity of the result met the criteria of credibility, transferability, dependability and conformability. The research findings are as follows. First,(a) the school social capital was using for improving the school vitality in the network elements, reciprocal relationship, mutual aid and trust. (b) The using of school social capital indicated the models of bridging and bonding the network elements, reciprocal relationship, mutual aid and trust. (c) The integration of social capital in school leadership could be seen from the school integrity in the academicdevelopment, human resources, funding system and the local contents. (d) The reason of utilizing the social capital was based on such values as silaturahim and syafaat in school leadership.
IMPLEMENTASI KONSEP TAUHID SOSIAL M. AMIEN RAIS DI SMA INTERNASIONAL BUDI MULIA DUA YOGYAKARTA Nurul Hidayah; Suwadi Suwadi
Jurnal Pendidikan Agama Islam Vol 12 No 1 (2015): Jurnal Pendidikan Agama Islam
Publisher : Department of Islamic Education, The State Islamic University Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (275.35 KB) | DOI: 10.14421/jpai.2015.121-03

Abstract

Islam religion has been taught to the students since they are in junior high school, but the juvenile delinquency still often happens. Based on M. Amien Rais, social tawhid is needed to be solution of the problem above. Budi Mulia Dua Yogyakarta International Senior High School is one of many schools that is built by M. Amien Rais which has been doing the implementation of the social tauchid concept. Based on M. Amien Rais, social tawhid means a social dimension from tauhīdullāh (to a knowledge the oneness of God). The implementation of the social tawhid concept of M. Amien Rais in Budi Mulia Dua Yogyakarta International Senior High School could be seen from the arrangement of the perspective an the mission of the school. Then it is applied in extracurricular activity and is evaluated by meeting session. Some of the extracurriculars that apply the social tawhid mission are social volunteer, the distribution of Qurban’s meat, tithe institute and flea market.
Sosialisasi Disiplin Positif Pada Program Pesantren Ramah Anak Terhadap Kesehatan Mental Santri Abdulloh Muhamad Al-kaff; Sutrisno Sutrisno; Suwadi Suwadi
SIGMA : Jurnal Sinergi Mengabdi Vol. 3 No. 2 (2026): Januari 2026
Publisher : LPPM-IAI Hidayatullah Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61456/jurnalsigma.v3i2.324

Abstract

This community service the implementation of positive discipline in the Child-Friendly Islamic Boarding School (Pesantren Ramah Anak/PRA) program and its impact on students' mental health. The paradigm shift from authoritarian punishment-based discipline to humanistic and restorative approaches has become imperative, given that traditional disciplinary practices may cause psychological trauma and increase students' anxiety. This community service uses the Participatory Action Research Method, to identify practices, challenges, and psychological impacts of positive discipline implementation in Islamic boarding schools. The findings reveal that core positive discipline practices include dialogical techniques (musyawarah/deliberation), individual coaching based on mutual respect, and participatory rule formulation. Main implementation challenges include cultural resistance to traditional ta'dib concepts and teacher workload. Successful adaptation strategies encompass recontextualizing positive discipline within Islamic values such as syura (consultation) and rahmah (compassion), as well as involving senior students as agents of change. Significant impacts on students' mental health include increased sense of safety, decreased anxiety and stress levels, and development of emotional regulation skills and empathy. This community service affirms that PRA success must be measured not only by the absence of physical violence but also by the quality of psychological environment that supports children's resilience.
Implementasi UU SISDIKNAS dalam Kebijakan Integrasi Kurikulum Pendidikan Islam di SDIT Sunan Averroes Sleman Antin Rista Yuliani; Suwadi Suwadi
Al-Tarbawi Al-Haditsah: Jurnal Pendidikan Islam Vol. 8 No. 2 (2023): Pendidikan Islam
Publisher : Pendidikan Agama Islam, Fakultas Ilmu Tarbiyah dan Keguruann, IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/tarbawi.v8i2.14223

Abstract

The purpose of this research is to analyze the implementation of the SISDIKNAS law in Islamic education policy through integrated education to answer the problem of educational dichotomy. This research uses field research and qualitative descriptive research. The location of this research was at SDIT Sunan Averroes Sleman. The research informants were school principals, teachers, and students' parents. Data collection techniques through observation, interviews, and documentation. Test the validity of the data through source triangulation and technique triangulation. Data analysis through data collection, data reduction, data presentation, and drawing conclusions. The results of this study are that the implementation of the SISDIKNAS Law in the Islamic education curriculum policy has been explicitly regulated as a subject, namely in article 37 of the 2003 SISDIKNAS Law, the Implementation of the SISDIKNAS Law in the integration policy of Islamic education curriculum at SDIT Sunan Averroes Sleman, among others 1) The SISDIKNAS Law is used as a guideline in preparing curriculum policies, 2) The subject matter at SDIT is in accordance with the subject matter in Article 37 of the SISDIKNAS Law and there are plus points in the field of religion, 3) The curriculum policy at SDIT integrates general knowledge and religion as a solution to the problem of educational dichotomy, 4) Content Islamic Religious Education material in Integrated Islamic Schools is not branched so it does not burden children, 5) Compilation of curriculum with planning, implementation and evaluation processes. Supporting factors for the implementation of the SISDIKNAS Law in the policy of integrating Islamic education at SDIT Sunan Averroes Sleman are teachers who are still young, whose minds are energetic, each class does not go to formal classes so that learning runs more optimally, and parental support. While the inhibiting factors are the teacher's educational background which is not linear and the limited infrastructure. Kata kunci: SISDIKNAS Law, Islamic Education Policy, Integrated Islamic Schools
The Adaptation of Islamic Religious Education Teachers in Utilizing Digital Platforms for Learning Assessment in State Islamic Senior High Schools Ansorul Alim; Suwadi Suwadi
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 5 No. 2 (2026): Takuana (July-September)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v5i2.551

Abstract

This study analyzes the adaptation of Islamic Education (PAI) teachers in utilizing digital platforms for assessment at MAN 1 Kulon Progo. Employing a qualitative case study approach, data were collected through interviews with 4 participants (including PAI teachers and the Head of Madrasah), observations, and documentation. The findings reveal that teachers implemented a hybrid strategy: Jogja Madrasah Digital (JMD) for summative assessments and Quizizz/Kahoot for formative assessments. This process was supported by intensive leadership training and adequate laboratory infrastructure, which reduced technological resistance among senior teachers. In addressing connectivity issues and the digital equity challenges faced by boarding school students, teachers demonstrated adaptive expertise through the utilization of laboratory facilities. Theoretically, the study identifies a strong TPACK synthesis in transforming religious content into Higher-Order Thinking Skills (HOTS)-based assessment instruments. Although efficiency improved, affective assessment remains a challenge in digital automation. The success of this adaptation reflects the synergy between teacher agency, instructional leadership, and infrastructure, with recommendations for developing digital affective assessment rubrics that are more sensitive to spiritual and moral values.
Co-Authors Abdulloh Muhamad Al-kaff Ansorul Alim Antin Rista Yuliani Cecep Kusmana Sutrisno Sutrisno