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All Journal Jurnal Pendidikan Agama Islam Jurnal Pendidikan Dasar Perkhasa Sigma: Jurnal Sinergi Mengabdi
Suwadi Suwadi
UIN Sunan Kalijaga Yogyakarta
Religion 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.
ASESMEN BERBASIS KELAS (CLASSROOM-BASED ASSESSMENT) Durotul Qoyimah; Suwadi Suwadi
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 12, No 1 (2026): Jurnal Pendidikan Dasar Perkhasa: Jurnal Penelitian Pendidikan Dasar
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpdp.v12i1.5856

Abstract

This study examines the implementation of Classroom-Based Assessment (CBA) at Madrasah Ibtidaiyah Miftahul Ulum Toto Mulyo, focusing on three assessment dimensions: assessment as learning, assessment for learning, and assessment of learning, and their relationship to the development of students’ competencies (cognitive, affective, psychomotor, and 21st-century/4C competencies). Employing a qualitative case study approach, data were collected through in-depth interviews, classroom observations, and document analysis (rubrics, instruments, and learning outcomes). Data were analyzed interactively through data reduction, data display, and source triangulation to ensure the credibility of the findings. The results indicate that teachers have integrated several CBA principles into instructional practices, particularly in formative aspects (assessment for learning), as evidenced by frequent checks for understanding and the provision of feedback. However, the implementation of assessment as learning remains weak due to the limited use of structured reflection and self-assessment practices. In addition, assessment of learning is conducted but has not been fully standardized or made transparent to students. In terms of competencies, assessment practices tend to strengthen the cognitive domain and psychomotor aspects of religious practices, while the development of 4C competencies (critical thinking, creativity, collaboration, and communication) and consistent affective assessment still requires further reinforcement. This study recommends improving the transparency of assessment indicators, developing clear rubrics, empowering self-assessment procedures, and providing teacher training in the design and implementation of fair and learning-oriented CBA.
Co-Authors Abdulloh Muhamad Al-kaff Cecep Kusmana Durotul Qoyimah Sutrisno Sutrisno