Garuda - Garba Rujukan Digital

Pola Pembinaan Kompetensi Kepribadian dan Kompetensi Sosial Guru di SMA Muhammadiyah 1 Ponorogo Wahrudin, Bambang; Mukhibat, Mukhibat
Nadwa Vol 11, No 2 (2017): Pendidikan Islam Progresif
Publisher : FITK UIN Walisongo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/nw.2017.11.2.1832

This research is motivated by the importance of personal competence and social competence teacher as the spirit of education. The focus of reasearch is know the program fostering personal competence and social competence teacherin SMA Muhammadiyah 1 Ponorogo . Deep observation and interview used in this research by qualitative aproach. The result shows that personality competence development programs conducted in six (6) forms include: 1) Dhuhr and Asr prayers in congregation, 2) Baitul Arqom for teachers and employees, 3) Course / tahsin read the Koran for teachers and employees, 4) Pray tahajud ahad congregation every morning, and 5) Training Motivation and 6) Counseling, whereas social competence training program conducted by three (3) forms, namely: 1) Piket Sympathetic, 2) MGMPs and 3) Sinergy Building. These patern have made theacher have stongÂ professionaly and Â authorityAbstrakPenelitian ini dilatarbelakangi oleh pentingnya kompetensi kepribadian dan kompetensi sosial bagi guru sebagai ruh pendidikan. Penelitian ini bertujuan untuk mengetahui program pembinaan kompetensi kepribadian dan kompetensi sosial guru di SMA Muhammadiyah 1 Ponorogo. Reset mendalam dilakukan secara kualitatif. Hasil penelitian menunjukkaan bahwa Program pembinaan kompetensi kepribadian dan kompetensi sosial sumber daya manusia di SMA Muhammadiyah 1 Ponorogo menggunakan 6 (enam) bentuk meliputi: 1. sholat Dhuhur dan Ashar berjamaah, 2. baitul Arqom untuk guru dan karyawan, 3. kursus/tahsin baca al-Qurâ€™an untuk guru dan karyawan, 4. sholat tahajud berjamaah setiap ahad dini hari, dan 5. training motivasi dan 6. konseling, sedangkan program pembinaan kompetensi sosial dilakukan dengan 3 (tiga) bentuk, yaitu: 1. paket Simpatik, 2. Â MGMP dan 3. sinergy Building. Pola ini telah berhasil menghantarkan guru sebagai guru yang profesional yang kuat dan berwibawa.

Virtual Pesantren Management in Indonesia: In Knowing Locality, Nationality, and Globality Mukhibat, Mukhibat
Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol 20 No 1, June 2020
Publisher : IAIN Samarinda

Virtual Pesantren is a new model of Islamic boarding school with no real form and place but having a similar function as a pesantren as a tafaqquh fi al addin institution. The characteristic of this pesantren is on its material development which is adjusted to the virtual students' needs with the use of appropriate language and relevant content so that it is easily understood. The problem occurs when the virtual pesantren raises an issue of the extreme purification practice that questions the authenticity of religion. This has led to a decline in the pesantren's historical vision â€“ Islam and Indonesian (indigenous). The analysis of this study is descriptive qualitative. The report is presented in the form of a comprehensive and objective narrative based on data that has been classified and verified beforehand. Given these findings, pesantren is fundamentally built based on vision of pesantren which is tasamuh, tawassuth, and tawazun. Pesantren must be able to create a continuity and change in bonding between the values of locality, nationality, and globality as the basis of pesantren development.

MENEGUHKAN KEMBALI BUDAYA PESANTREN DALAM MERAJUT LOKALITAS, NASIONALITAS, DAN GLOBALITAS Mukhibat, Mukhibat
KARSA: Journal of Social and Islamic Culture Vol 23, No 2 (2015): ISLAM, BUDAYA, DAN PESANTREN
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/karsa.v23i2.717

Pesantren and its social religious teaching is a complex and challenged issue. This paper analyzed with the historical-critical approach and reflective logic was aimed to claim that pesantren should behave wisely and carefully to confront extremely purification movement and globalization symptom. To purify Islam leads to the failure to understand and identify Islamic power to discuss creatively with local wisdom. Whereas, with the global growth and modern culture, some pesantrens show an ambiguity and unclear direction and the goal in modernizing pesantren. Pesantren has missed its ability to define and place its position amid global reality at the intersection of maintaining the tradition and adopting the new development. For that, with the strong of pesantren cultural tradition, pesantren must be able to make continuity and change to bind local, national, and global values. In other words, the future of pesantren is determined by an education model which relates pesantren cultural values, nationality, and global human issues.Copyright (c) 2015 by KARSA. All right reservedDOI: 10.19105/karsa.v23i2.717Â

Pola Pembinaan Kompetensi Kepribadian dan Kompetensi Sosial Guru di SMA Muhammadiyah 1 Ponorogo Wahrudin, Bambang; Mukhibat, Mukhibat
Nadwa: Jurnal Pendidikan Islam Vol 11, No 2 (2017): Pendidikan Islam Progresif
Publisher : FITK UIN Walisongo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/nw.2017.11.2.1832

This research is motivated by the importance of personal competence and social competence teacher as the spirit of education. The focus of reasearch is know the program fostering personal competence and social competence teacherin SMA Muhammadiyah 1 Ponorogo . Deep observation and interview used in this research by qualitative aproach. The result shows that personality competence development programs conducted in six (6) forms include: 1) Dhuhr and Asr prayers in congregation, 2) Baitul Arqom for teachers and employees, 3) Course / tahsin read the Koran for teachers and employees, 4) Pray tahajud ahad congregation every morning, and 5) Training Motivation and 6) Counseling, whereas social competence training program conducted by three (3) forms, namely: 1) Piket Sympathetic, 2) MGMPs and 3) Sinergy Building. These patern have made theacher have stongÂ professionaly and Â authorityAbstrakPenelitian ini dilatarbelakangi oleh pentingnya kompetensi kepribadian dan kompetensi sosial bagi guru sebagai ruh pendidikan. Penelitian ini bertujuan untuk mengetahui program pembinaan kompetensi kepribadian dan kompetensi sosial guru di SMA Muhammadiyah 1 Ponorogo. Reset mendalam dilakukan secara kualitatif. Hasil penelitian menunjukkaan bahwa Program pembinaan kompetensi kepribadian dan kompetensi sosial sumber daya manusia di SMA Muhammadiyah 1 Ponorogo menggunakan 6 (enam) bentuk meliputi: 1. sholat Dhuhur dan Ashar berjamaah, 2. baitul Arqom untuk guru dan karyawan, 3. kursus/tahsin baca al-Qurâ€™an untuk guru dan karyawan, 4. sholat tahajud berjamaah setiap ahad dini hari, dan 5. training motivasi dan 6. konseling, sedangkan program pembinaan kompetensi sosial dilakukan dengan 3 (tiga) bentuk, yaitu: 1. paket Simpatik, 2. Â MGMP dan 3. sinergy Building. Pola ini telah berhasil menghantarkan guru sebagai guru yang profesional yang kuat dan berwibawa.

Islamisasi Pengetahuan dan Model Pengembangannya pada Madrasah Mukhibat, Mukhibat
Nadwa: Jurnal Pendidikan Islam Vol 7, No 2 (2013): Inovasi Pendidikan
Publisher : FITK UIN Walisongo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/nw.2013.7.2.561

Madrasah in Indonesia have exciting development because of its integration with modernity and political support of the state that aligned with the public schools. However, it is recognized that the model of madrasah education in the country's legislation, led to dualism education system in Indonesia, which has not been resolved until now. The problem is a challenge in realizing the ideal madrasah. Through a historical-philosophical approach, this study examines the redefinition of the Islamization of knowledge by tracing historically the initial idea of Islamization of knowledge in responding to the challenges facing the madrasah. Through critical analysis examines the implications of the redefinition of the Islamization of knowledge and development models at themadrasah. There are at least three models of Islamization of knowledge that can be developed in the development and empowerment of the madrasah, the purification of the model, the model of modernization, and the model of Islamic neo-modernism. AbstrakMadrasah di Indonesia mengalami perkembangan menarik karena integrasinya dengan modernitas serta dukungan politik negara sehingga sejajar dengan sekolah umum. NamunÂ demikian, diakui bahwa model pendidikan madrasah di dalam perundang-undangan negara, memunculkan dualisme sistem pendidikan di Indonesia yang belum dapat diselesaikan hingga sekarang. Problem tersebut menjadi tantangan tersendiri dalam mewujudkan madrasah yang ideal. Melalui pendekatan historis-filosofis, penelitian ini mengkaji tentang redefinisi Islamisasipengetahuan dengan melakukan penelusuran historis terhadap gagasan awal Islamisasi, dalam merespons tantangan yang dihadapi madrasah. Melalui analisis kritis tersebut dikaji implikasi redefinisi Islamisasi pengetahuan dan modelpengembangannya pada madrasah. Setidaknya ada tiga model Islamisasi pengetahuanÂ yangÂ dapatÂ dikembangkanÂ dalamÂ pengembanganÂ dan pemberdayaan madrasah, yaitu model purifikasi, model modernisasi, dan model neo-modernisme Islam.

Analisis Implementasi Kebijakan Pengelolaan Data Pendidikan Islam Berbasis Education Management Information System Mukhibat, Mukhibat; Istiqomah, Ainul Nurhayati
Muslim Heritage Vol 6, No 2 (2021): Muslim Heritage: Jurnal Dialog Islam dengan Realitas
Publisher : IAIN Ponorogo

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

Abstract This study aims to analyze the implementation of the policy of the Directorate General of Islamic Education No. 5974 Th. 2019 concerning the management of education data based on the Education Management Information System (EMIS). This study uses library research by investigating books, literature, notes, and reports about EMIS. The results show that three steps must be taken in the EMIS policy, namely organization, interpretation, and application. EMIS-based data management has facilitated decisions and policymaking for the advancement of Islamic educational institutions. However, EMIS as an Islamic education database for policymaking has not been able to be used optimally. because the level of validity and up-to-date (updating) of the data is still not perfect.Â AbstrakPenelitian ini bertujuan menganalis implementasi kebijakan DirektoratÂ Jenderal Pendidikan Islam No. 5974 Th. 2019 tentang pengelolaan data pendidikan berbasis Education Management Information System (EMIS). Penelitian ini menggunakan jenis penelitian library research dengan melakukan penyelidikan terhadap buku, literatur, catatan maupun laporan tentang EMIS. Hasil penelitian menunjukkan bahwa ada tiga langkah yang harus dilakukan dalam kebijakan EMIS yaitu organization, interprestation, dan apllication. Pengelolaan data berbasis EMIS telah memudahkan dalam pengambilan keputusan maupun pengambilan kebijakan untuk kemajuan lembaga pendidikan Islam. Namun EMIS sebagai basis pangkalan data pendidikan Islam untuk pengambilanÂ kebijakanÂ belumÂ mampuÂ digunakan secara maksimal, sebabÂ tingkatÂ validitasÂ danÂ keterkinianÂ (updating)Â data masih belum sempurna.

Video Scribe Media Development Management In Improving Arabic Speaking Skills Mukhibat, M; Bukhori, Evi Muzaiyidah
Ijaz Arabi Journal of Arabic Learning Vol 4, No 3 (2021): Ijaz Arabi: Journal Of Arabic Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijazarabi.v4i3.12760

One of the relevant learning media today to improve Arabic speaking skills is audio-visual media in Video scribe. The development of video scribe media is very urgent to do. Because the characteristics of video scribe-based learning can help students to understand and improve Arabic speaking skills by presenting images, sounds, animations, and designed learning materials interestingly to achieve the expected learning objectives, this research, and development (RD) at Kiai Haji Achmad Siddiq State Islamic University (UIN KHAS) Jember has provided a solution to the lack of Arabic learning media. Based on the test results of the validator (media, material, and design experts) on the development of the video scribe media, the score from the validator was based on the value component, namely the score from the learning media expert was 90% with a very valid/decent category, from the Arabic learning material expert got a score of 92 % with very valid/decent category. Moreover, the score from the design expert is 92% in the very valid/decent category. The field trial results using studentsâ€™ response questionnaire instrument denoted that video scribe media for Arabic speaking skills learning, in general, achieved 47.1%, which indicates that video scribe is an exciting media to use in learning Arabic speaking skills. Besides, the lecturer responded during implementing video scribe media that it was a suitable medium for the pandemic. Thus, it became a solution in learning Arabic speaking skills. Based on these data, the video scribe media developed is feasible to learn Arabic speaking skills.

Pola Pembinaan Kompetensi Kepribadian dan Kompetensi Sosial Guru di SMA Muhammadiyah 1 Ponorogo Bambang Wahrudin; Mukhibat Mukhibat
Nadwa: Jurnal Pendidikan Islam Vol 11, No 2 (2017): Pendidikan Islam Progresif
Publisher : FITK UIN Walisongo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/nw.2017.11.2.1832

This research is motivated by the importance of personal competence and social competence teacher as the spirit of education. The focus of reasearch is know the program fostering personal competence and social competence teacherin SMA Muhammadiyah 1 Ponorogo . Deep observation and interview used in this research by qualitative aproach. The result shows that personality competence development programs conducted in six (6) forms include: 1) Dhuhr and Asr prayers in congregation, 2) Baitul Arqom for teachers and employees, 3) Course / tahsin read the Koran for teachers and employees, 4) Pray tahajud ahad congregation every morning, and 5) Training Motivation and 6) Counseling, whereas social competence training program conducted by three (3) forms, namely: 1) Piket Sympathetic, 2) MGMPs and 3) Sinergy Building. These patern have made theacher have stong professionaly and authorityAbstrakPenelitian ini dilatarbelakangi oleh pentingnya kompetensi kepribadian dan kompetensi sosial bagi guru sebagai ruh pendidikan. Penelitian ini bertujuan untuk mengetahui program pembinaan kompetensi kepribadian dan kompetensi sosial guru di SMA Muhammadiyah 1 Ponorogo. Reset mendalam dilakukan secara kualitatif. Hasil penelitian menunjukkaan bahwa Program pembinaan kompetensi kepribadian dan kompetensi sosial sumber daya manusia di SMA Muhammadiyah 1 Ponorogo menggunakan 6 (enam) bentuk meliputi: 1. sholat Dhuhur dan Ashar berjamaah, 2. baitul Arqom untuk guru dan karyawan, 3. kursus/tahsin baca al-Qur’an untuk guru dan karyawan, 4. sholat tahajud berjamaah setiap ahad dini hari, dan 5. training motivasi dan 6. konseling, sedangkan program pembinaan kompetensi sosial dilakukan dengan 3 (tiga) bentuk, yaitu: 1. paket Simpatik, 2. MGMP dan 3. sinergy Building. Pola ini telah berhasil menghantarkan guru sebagai guru yang profesional yang kuat dan berwibawa.

Islamisasi Pengetahuan dan Model Pengembangannya pada Madrasah Mukhibat Mukhibat
Nadwa: Jurnal Pendidikan Islam Vol 7, No 2 (2013): Inovasi Pendidikan
Publisher : FITK UIN Walisongo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/nw.2013.7.2.561

Madrasah in Indonesia have exciting development because of its integration with modernity and political support of the state that aligned with the public schools. However, it is recognized that the model of madrasah education in the country's legislation, led to dualism education system in Indonesia, which has not been resolved until now. The problem is a challenge in realizing the ideal madrasah. Through a historical-philosophical approach, this study examines the redefinition of the Islamization of knowledge by tracing historically the initial idea of Islamization of knowledge in responding to the challenges facing the madrasah. Through critical analysis examines the implications of the redefinition of the Islamization of knowledge and development models at themadrasah. There are at least three models of Islamization of knowledge that can be developed in the development and empowerment of the madrasah, the purification of the model, the model of modernization, and the model of Islamic neo-modernism. AbstrakMadrasah di Indonesia mengalami perkembangan menarik karena integrasinya dengan modernitas serta dukungan politik negara sehingga sejajar dengan sekolah umum. Namun demikian, diakui bahwa model pendidikan madrasah di dalam perundang-undangan negara, memunculkan dualisme sistem pendidikan di Indonesia yang belum dapat diselesaikan hingga sekarang. Problem tersebut menjadi tantangan tersendiri dalam mewujudkan madrasah yang ideal. Melalui pendekatan historis-filosofis, penelitian ini mengkaji tentang redefinisi Islamisasipengetahuan dengan melakukan penelusuran historis terhadap gagasan awal Islamisasi, dalam merespons tantangan yang dihadapi madrasah. Melalui analisis kritis tersebut dikaji implikasi redefinisi Islamisasi pengetahuan dan modelpengembangannya pada madrasah. Setidaknya ada tiga model Islamisasi pengetahuan yang dapat dikembangkan dalam pengembangan dan pemberdayaan madrasah, yaitu model purifikasi, model modernisasi, dan model neo-modernisme Islam.

Spritualisasi dan Konfigurasi Pendidikan Karakter Berparadigma Kebangsaan dalam Kurikulum 2013 Mukhibat Mukhibat
Al-Ulum Vol. 14 No. 1 (2014): Al-Ulum
Publisher : Institut Agama Islam Negeri (IAIN) Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (477.451 KB)

Orientasi pendidikan yang menekankan IQ menjadikan manusia dilanda krisis kemanusiaan. Keadaan demikian manusia semakin membutuhkan spiritualitas sebagai solusi terhadap krisis kehidupan tersebut. Kajian ini dengan analitis kritis ingin mengungkap bagaimana kedudukan moral spiritual yang mendasari semua Kompetensi Inti (KI) Kurikulum 2013 untuk semua Mapel di semua jenjang pendidikan. Spiritualisasi sebagai upaya membangun karakter bangsa dalam Kurikulum 2013 dapat dilihat dalam KI yang saling terkait yaitu spiritual (KI 1), sosial (KI 2), pengetahuan (KI 3), dan keterampilan (KI 4). Adapun sumber nilai moral spiritual dalam pendidikan karakter adalah dari semua agama yang ada di Indonesia, yakni nilai-nilai universal yang secara eksplisit merujuk pada konsep kesatuan penciptaan.

Title

Found 65 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 65 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 65 Documents
Search