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PROGRAM LESTARI BERBASIS STEAM: STRATEGI IMPLEMENTASI PENDIDIKAN KOMPETENSI AL-HIKMAH DI TASKI AL-HIKMAH MALAYSIA Mukhibat, Mukhibat; Yanti, Yuni Widya; Humaisi, Syafiq
InEJ: Indonesian Engagement Journal Vol. 4 No. 1 (2023)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LPPM) IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/inej.v4i1.7258

Karakter cinta lingkungan perlu ditanamkan sejak usia dini. Anak-anak TASKI Al-Hikmah memiliki karakter cinta lingkungan yang rendah, hal ini dibuktikan dengan tidak adanya kesadaran anak untuk merawat tanaman di sekitar TASKI, sedangkan dalam pendidikan kompetensi al-hikmah mengharuskan anak memiliki karakter cinta lingkungan dan sadar akan merawat lingkungan sebagai amanah dari Sang Pencipta. Dalam implementasi kompetensi al-hikmah lestari, perlu adanya pembaharuan dalam pendekatan pembelajaran yang efektif di TASKI karena selama ini guru masih menggunakan pendekatan konvensional. Adapun metode yang digunakan dalam penelitian pengabdian ini adalah metode Participatory Action Research (PAR). Metode Participatory Action Research dipilih karena dianggap paling sesuai untuk proses pelaksanaan penelitian dan pengambilan data. Jenis data yang digunakan yaitu data kualitatif dengan wawancara dan observasi sebagai teknik pengumpulan data. Hasil penelitian pengabdian masyarakat dengan adanya program lestari dapat menumbuhkan karakter cinta lingkungan dan kesadaran akan merawat lingkungan sesuai kompetensi al-hikmah lestari dalam falsafah pendidikan al-hikmah. Program lestari yang terdiri dari 3 bentuk kegiatan yaitu: program tanam sayur, program penceriaan tanaman, dan program 3R yang di implementasikan menggunakan pendekatan STEAM. Pendekatan STEAM memberikan pengalaman belajar yang baru dan meningkatkan kecakapan hidup anak TASKI sesuai keterampilan abad 21.

Differentiate Learning Management to Optimize Student Needs and Learning Outcomes in An Independent Curriculum Mukhibat, Mukhibat
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol 15 No 1 (2023): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v15i1.2386

This study aims to manage teacher performance in junior high schools by applying a differentiation learning model to optimize students' needs and learning outcomes. The method used in this study is the experimental method, namely by testing the differentiation learning model in students when learning whether it is following the needs of students, then presenting student learning outcomes based on the differentiation model in the independent curriculum. The experimental method aims to improve students' thinking skills in discovering and understanding a concept or theory of the subject being studied. The results showed that the application of the differentiation model to learning Indonesian could improve student learning outcomes and the learning model to be differentiated according to the needs of students, especially in the current implementation of the independent curriculum, which can be seen from the main pattern of meeting 1 with a classification that is quite decent to admirable in the second meeting pattern 2. This study concludes that the differentiation model can be used during learning because it suits the needs of students and can improve student learning outcomes.

Strategy for Strengthening Religious Moderation Education in Indonesia: The Post-Islamic Defense Movement 212 Mukhibat, Mukhibat
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol 15 No 2 (2023): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v15i2.3795

Education on Religious Moderation, Inclusion, and Commitment to World Peace is a program of the Jokowi administration, in line with increasing religious conservatism in the public sphere as marked by the emergence of the Action to Defend Islam 212. The findings show that two strategies are being implemented to increase understanding and tolerance among religious communities: forming 59 moderate religions in universities and establishing new study programs. The indicators for the value of our religious moderation education are based on national commitment and tolerance. The results of an evaluation of religious moderation education on 80 Ponorogo State Islamic Institute (IAIN) students showed that the highest student average was 65 points out of 100. The national disappointment index got the highest score of 90.8%, while tolerance got the lowest score of 15.3%. The study findings reveal that religious moderation education aligns with Chancellor's Decree 485/In.32.1/04/2021, receiving strong student support. Students emphasize the importance of trust, fairness, universal morals, human dignity, moderate values, prosperity, valuing diversity, and national commitment to advancing human life.

Virtual Pesantren Management in Indonesia: In Knowing Locality, Nationality, and Globality Mukhibat, Mukhibat
Dinamika Ilmu Vol 20 No 1 (2020): Dinamika Ilmu, 20(1), June 2020
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris 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 – 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.

REPOSISI DAN REAKTUALISASI PENDIDIKAN MADRASAH DALAM MEMPERKUAT EKSISTENSI PENDIDIKAN DI ERA 4.0 Rully Rina Widyasari; Mukhibat Mukhibat
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 1 No. 1 (2020): EDUKASIA: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Abstract: This article examines the repositioning and reactualization of madrassas in strengthening the existence of Islamic education in the 4.0 era. This means repositioning the madrasa by making changes and managing it as it is towards more professional management. So it is expected to be able to answer the challenges of the existence of Islamic education in the 4.0 era. Entering the revolutionary era 4.0 with its disruptive innovation, the implementation of Islamic education is free to choose to stay in the old system or try to open up in this era of disruption. The research method in this article is qualitative library research. Therefore, to maintain the existence of Islamic education and to place madrasa with its reactualization, by borrowing the term Rhenald Kasali, there are three steps that must be taken by Islamic education in the 4.0 era, namely disruptive mindset, self-driving, and reshape or create. Artikel ini mengkaji tentang reposisi dan reaktualisasi madrasah dalam memperkuat eksistensi pendidikan Islam di era 4.0. Artinya memposisikan kembali madrasah dengan melakukan perubahan dan pengelolaan yang apa adanya menuju kepengelolaan yang lebih professional. Sehingga diharapkan mampu menjawab tantangan eksistensi pendidikan Islam di era 4.0. Memasuki era revolusi 4.0 dengan disruptive innovation-nya penyelenggaraan pendidikan Islam bebas memilih untuk tetap pada sistem lama atau mencoba membuka diri di era disrupsi ini. Metode penelitian dalam artikel ini adalah kualitatif library research. Oleh sebab itu untuk menjaga eksistensi pendidikan Islam dan menempatkan madrasah dengan reaktualisasinya maka dengan meminjam istilah Rhenald Kasali, ada tiga langkah yang harus dilakukan oleh pendidikan Islam di era 4.0 yaitu disruptive mindset, self-driving, dan reshape or create.

MODEL KEBIJAKAN KEPALA SEKOLAH DALAM PENINGKATAN MUTU PENDIDIKAN DI SD MUHAMMADIYAH 1 PONOROGO Muh Shulthon Rachmandhani; Mukhibat Mukhibat
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 1 No. 1 (2020): EDUKASIA: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Abstract: Policy is important in developing the quality of education in schools. The right policy has been able to deliver SD Muhammadiyah 1 Ponorogo to achieve achievements at the international level. The applied policy is very interesting to study so that it can be found a policy model that will become best practice for other schools in developing the quality of education. This study, by using a qualitative research method, has found that the educational policy model implemented by SD Muhammadiyah 1 Ponorogo is a linear model of Islamic-based policy implementation. This linear model, the decision making phase is the most important aspect, while the policy implementation phase does not receive much attention. While the success of policy implementation depends on the ability of the policy implementing unit. If the policy implementation fails then the school management is responsible, the school management must make a better effort to increase the implementing institutional capacity. Kebijakan merupakan hal yang penting dalam mengembangkan mutu pendidikan di sekolah. Kebijakan yang tepat telah mampu mengantarkan SD Muhammadiyah 1 Ponorogo meraih prestasi ditingkat Internasional. Kebijakan yang diterapkan sangatlah menarik untuk diteliti sehingga dapat ditemukan sebuah model kebijakan yang akan menjadi best practice bagi sekolah-sekolah lain dalam mengembangkan mutu pendidikannya. Penelitian ini, dengan menggunakan metode penelitian kualitataif telah menemukan bahwa model kebijakan pendidikan yang diterapkan SD Muhammadiyah 1 Ponorogo adalah model linier implementasi kebijakan berbasis ke-Islaman. Model linier ini, fase pengambilan keputusan merupakan aspek yang terpenting, Sedangkan fase pelaksanaan kebijakan kurang mendapat perhatian. Sedangkan keberhasilan pelaksanaan kebijakan tergantung pada kemampuan unit pelaksana kebijakan. Jika implementasi kebijakan gagal maka yang bertanggung jawab adalah pihak manajemen sekolah, maka manajemen sekolah harus melakukan upaya yang lebih baik untuk meningkatkan kapasitas kelembagaan pelaksana.

INTERKONEKSI PENDIDIKAN AGAMA ISLAM DAN SAINS DI SMA ISLAM AL AZHAR 09 YOGYAKARTA Ahmad Salim; Mukhibat Mukhibat
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 1 No. 2 (2020): EDUKASIA: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Abstract: The aim of this study is to describe the interconnection between Islamic Religious Education and science to enlarge the student‟s quality achivement at SMA Islam Al Azhar 09 Yogyakarta. It is used Amin Abdullah‟s discourse (interconnected), data were collected by observation and in-depth interview toward selected respondents. The result of research reveal it is run according to the goal and curriculum, students have holistic competency in PAI dan science, although obstacles were encountered in its aplication. Abstrak: Artikel ini bertujuan mendiskripsikan interkoneksi Pendidikan Agama Islam dan sain guna peningkatan kualitas out put siswa di SMA Islam Al Azhar 09 Yogyakarta. Memanfaatkan kajian teorinya Amin Abdullah (Interconnected) data dikumpulkan melalui observasi dan wawancara mendalam terhadap responden yang terpilih. Hasil penelitian menunjukkan bahwa proses interkoneksi PAI dan sain di SMA Islam ini telah berjalan sesuai tujuan dan kurikulum yang ada, sehingga siswa dapat memiliki out put yang holistik terkait dengan pemahaman PAI dan sain, meskipun juga ditemui beberapa kendala terhadap penerapannya.

STRATEGI DIFERENSIASI DALAM PENGEMBANGAN MADRASAH INSPIRATIF DI MAN 2 PONOROGO Halma Zanaratul Ria; Mukhibat Mukhibat
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 1 No. 2 (2020): EDUKASIA: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Abstract: This study aims to describe deeply about the low morale of adolescents such as promiscuity, drug abuse, and fighting. Based on these problems, MAN 2 Ponorogo develops madrassas with a vision of RUBI (Religious, Excellent, Cultured, Integrity).This research uses a qualitative approach. Data collection through interviews, observation, and documentation. Data analysis techniques include data reduction, presentation, and verification. The results of this study: (1) The stage of differentiation strategy planning begins with the madrasa head creative thinking that is motivated by learning theory. Next, the vision formulation stage which includes the preparation of RKM, RKTM, and RKATM; (2) The stage of implementing the differentiation strategy includes the implementation of activities in madrasas based on RUBI; (3) Evaluation stage, which includes monitoring and evaluation by the team chosen by the madrasa head, so that results are obtained in the form of obstacles in each aspect of RUBI along with solutions for its resolution. Abstrak: Penelitian ini bertujuan untuk mendeskripsikan secara mendalam tentang rendahnya moral remaja seperti pergaulan bebas, penyalahgunaan narkoba, dan tawuran. Berdasarkan permasalahan tersebut, MAN 2 Ponorogo mengembangkan madrasah dengan visi RUBI (Religius, Unggul, Berbudaya, Integritas). Penelitian ini menggunakan pendekatan kualitatif. Pengumpulan data melalui wawancara, observasi, dan dokumentasi. Teknik analisis data meliputi reduksi, penyajian, dan verifikasi data. Hasil penelitian ini: (1)Tahap perencanaan strategi diferensiasi diawali berpikir kreatif kepala madrasah yang dilatarbelakangi teori pembelajaran. Selanjutnya, tahap perumusan visi yang meliputi penyusunan RKM, RKTM, dan RKATM; (2)Tahap pelaksanaan strategi diferensiasi meliputi implementasi kegiatan di madrasah berdasarkan RUBI; (3)Tahap evaluasi, meliputi monitoring dan evaluasi oleh tim yang dipilih kepala madrasah, sehingga didapatkan hasil berupa kendala pada setiap aspek RUBI beserta solusi penyelesaiannya.

Reinventing Nilai-Nilai Islam, Budaya, Dan Pancasila Dalam Pengembangan Pendidikan Karakter Mukhibat, Mukhibat
Jurnal Pendidikan Islam Vol. 1 No. 2 (2012)
Publisher : Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2012.12.247-265

Education is the process of transforming the values in the context of the establishment of private individuals who are able to make sense of themselves, society, and nation. The values that are instilled in the person are extracted from the students’ identity and the identity of the national noble. Cirebon culture is one of cultural treasures owned by the nation. The combination of these two values is a typical characteristic of those found in the body of Cirebon culture. Education that is based on Cirebon culture is not stiff in racing the currents of modernity and the fast, and rapid globalization.

REPOSISI DAN REAKTUALISASI PENDIDIKAN MADRASAH DALAM MEMPERKUAT EKSISTENSI PENDIDIKAN DI ERA 4.0 Widyasari, Rully Rina; Mukhibat, Mukhibat
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 1 No. 1 (2020): EDUKASIA: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v1i1.1

Abstract: This article examines the repositioning and reactualization of madrassas in strengthening the existence of Islamic education in the 4.0 era. This means repositioning the madrasa by making changes and managing it as it is towards more professional management. So it is expected to be able to answer the challenges of the existence of Islamic education in the 4.0 era. Entering the revolutionary era 4.0 with its disruptive innovation, the implementation of Islamic education is free to choose to stay in the old system or try to open up in this era of disruption. The research method in this article is qualitative library research. Therefore, to maintain the existence of Islamic education and to place madrasa with its reactualization, by borrowing the term Rhenald Kasali, there are three steps that must be taken by Islamic education in the 4.0 era, namely disruptive mindset, self-driving, and reshape or create. Artikel ini mengkaji tentang reposisi dan reaktualisasi madrasah dalam memperkuat eksistensi pendidikan Islam di era 4.0. Artinya memposisikan kembali madrasah dengan melakukan perubahan dan pengelolaan yang apa adanya menuju kepengelolaan yang lebih professional. Sehingga diharapkan mampu menjawab tantangan eksistensi pendidikan Islam di era 4.0. Memasuki era revolusi 4.0 dengan disruptive innovation-nya penyelenggaraan pendidikan Islam bebas memilih untuk tetap pada sistem lama atau mencoba membuka diri di era disrupsi ini. Metode penelitian dalam artikel ini adalah kualitatif library research. Oleh sebab itu untuk menjaga eksistensi pendidikan Islam dan menempatkan madrasah dengan reaktualisasinya maka dengan meminjam istilah Rhenald Kasali, ada tiga langkah yang harus dilakukan oleh pendidikan Islam di era 4.0 yaitu disruptive mindset, self-driving, dan reshape or create.

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