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Can Deliberative Policy Reconcile Religious Conflict? A Construction from the Insight of Jamaah Ahmadiyah Indonesia Ihsan Rahmat; Indra Pratama Putra Salmon; Amrih Setyo Raharjo
NALAR Vol 5, No 1 (2021): Religious Moderation
Publisher : IAIN Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/njppi.v5i1.2445

The state has failed to manage religious conflicts. Not only from the side of the government apparatus, which helped provoke the mass to the loss of life, but also weak and biased central regulations. The fact is that national policies do not complete the agenda and content of interests. This study argues that an important deliberative policy is made in each conflict area as a reinforcement for national policy. We construct a deliberative policy flow for religious conflicts based on academic guidelines and the case of the Jamaah Ahmadiyah Indonesia (JAI) in Colo Village, Kudus Regency, Central Java Province. This study is sourced from data collected in November 2018 through documentation, interviews, and observations. We have interviewed the village government, religious leaders, active congregations, and residents. The results of the interviews were processed through the process of transcription, determining keywords, categorizing, and defining. Data refined in October 2020 through literature studies and news clipping. We have described policies as triggers of conflict, identified four patterns of JAI conflict in Indonesia, and explained the dynamics of Ahmadiyyah diversity with local Muslims in Colo. Primarily, this study contains a deliberative policy-making process. The key to this policy is a participatory, informative, balanced, and thorough discussion of all parties. The task in the future is the need to examine the deliberative policy flow that we have constructed to ensure that this can be applied.Keywords : Religious Conflict; Deliberative Policy; Jamaah Ahmadiyyah Indonesia

Dimensi proses citizenship pendidikan: Studi kasus di Sanggar Alam (SALAM), Nitiprayan, Yogyakarta Amrih Setyo Raharjo; Fiki Ferianto
FOUNDASIA Vol 11, No 1 (2020)
Publisher : Prodi Filsafat dan Sosiologi Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/foundasia.v11i1.32611

Penelitian ini mengeksplorasi dimensi-dimensi kunci dalam membangun citizenship pendidikan. Hal ini penting untuk melengkapi theoritical framework citizenship pendidikan yang belum tersusun secara spesifik. Penelitian menggunakan metode kualitatif dengan pendekatan studi kasus. Pengumpulan data menggunakan snowballing sampling melalui wawancara, observasi, dan studi dokumen guna menangkap natural setting di Sanggar alam (Salam), Nitiprayan, Yogyakarta. Salam dipilih sebagai objek penelitian karena mengaplikasikan konsep pendidikan yang berbeda dengan versi pemerintah. Metode interpretasi dari Creswell (2007) digunakan untuk menganalisis data. Sementara, metode dari Yin (2003) diaplikasikan untuk menguji kebasahan data. Hasil penelitian menunjukan bahwa ada tiga dimensi untuk membangun citizenship pendidikan, yaitu: 1) Active citizens sebagai prasyarat. Partisipasi akan terwujud saat warga negara melakukan shifting dari beneficiaries menuju active citizens. 2) Kontekstualitas sebagai karakteristik citizenship pendidikan. Belajar akan berkesan saat melibatkan lingkungan dalam prosesnya. Hal ini sejalan dengan konsep Tri Sentra versi Ki Hadjar Dewantara dan pembelajaran eksperimental versi Paulo Freire. 3) Co-production sebagai cara mengeksekusi citizenship pendidikan. Ini merupakan pendekatan untuk menciptakan layanan publik dengan mengakomodasi berbagai pihak. Co-production percaya bahwa kerjasama berbagai pihak akan mempermudah penciptaan layanan publik yang representative. Tiga hal ini adalah rangkaian dimensi untuk membangun citizenship pendidikan.Keyword: citizenship pendidikan, partisipasi, active citizens, kontekstualitas, co-production

Development of Adaptive MOOCs to Support Personalized Learning: Mixed Method Analysis P. Priyanto; Ahmad Chafid Alwi; Siti Irene Astuti Dwiningrum; Amrih Setyo Raharjo; Akhsin Nurlayli
Elinvo (Electronics, Informatics, and Vocational Education) Vol 7, No 2 (2022): November 2022
Publisher : Department of Electronic and Informatic Engineering Education, Faculty of Engineering, UNY

This study aims to explain the development of adaptive MOOCs that support personalized learning. This study was designed with a mixed method design of sequential explanatory type at the association level. Quantitative analysis used confirmatory factor analysis (CFA) (n = 110) and was deepened with qualitative analysis of the Miles and Huberman model. Quantitatively measured domains include accessibility, learning curriculum, competence, motivation, satisfaction, efficacy, and self-study. The domain was used as a reference for qualitative data mining through focus group discussions (FGD) involving lecturers and doctoral students (n = 25). The analysis results show that the curriculum domain and one of the motivational indicators should be removed because it did not meet the requirements after bootstrapping. The second running algorithm showed all valid and reliable variables. Some domains that significantly affect MOOC user satisfaction are efficacy, competence, and motivation. R square results showed 37% influenced by motivation, accessibility, efficacy, and self-study, and the rest influenced by other variables. In the qualitative analysis, 19 subcodes were found that were included in the three main codes. In conclusion, there is new information in the accessibility domain that expands quantitative data, including information on MOOCs, marketing traps, regulation, and dropouts. Meanwhile, what strengthens and deepens quantitative data is found in the information on metacognitive and personalized coding that strengthens the domain of efficiency, the domain of competence, which is strengthened by content, mentoring collaboration, and motivation reinforced by coding the user's motivations and goals.

Praktik transformasi kompetensi guru dalam menjawab kebutuhan siswa menghadapi tantangan global (Studi kasus sekolah Taman Kanak-kanak di Kulonprogo) Evi Rovikoh Indah Saputri; L Hendrowibowo; Ebni Sholikhah; Amrih Setyo Raharjo; Fajar Sidik
Humanika: Kajian Ilmiah Mata Kuliah Umum Vol 23, No 1 (2023): Humanika: Kajian Ilmiah Mata Kuliah Umum
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hum.v23i1.59258

Penelitian berusaha mengurai transformasi manajemen kompetensi guru dalam bingkai kebijakan, perspektif ini dipilih agar mampu mengetahui pada tataran tingkat messo dalam mentransformasikan kompetensi guru sesuai kebutuhan daerah. Kajian ini menggunakan pendekatan kualitatif deskrptif. Instrument pengumpulan data melalui studi dokumen, Focus Group Discusion (FGD), wawancara, dan survei. Metode tersebut digunakan untuk mengumpulkan data terkait praktik transformasi kompetensi guru TK di Kulonprogo. Transformasi kompetensi guru menjadi prasyarat dalam rangka pemulihan kualitas pendidikan pasca pandemi. Akan tetapi, belum ditemukan adanya transformasi kompetensi guru selama pandemi maupun pasca pandemic yang benar-benar disusun oleh pemerintah daerah Kabupaten Kulon Progo untuk turu TK. Adapun program-program peningkatan kompetensi guru justru banyak lebih dirasakan sebelum adanya pandemic. Meskipun selama pandemi terdapat program peningkatan kompetensi guru dengan moda daring yang dapat diikuti guru secara mandiri, namun hasilnya tidak bisa dirasakan secara nyata karena minimnya komitmen dan konsistensi guru selama pelatihan. Adapun peningkatan kompetensi guru justru datang dari pemerintah pusat dengan program guru penggerak dan sekolah penggerak. Hal ini menjadi pekerjaan rumah bagi Dinas Pendidikan Kabupaten Kulon Progo untuk meningkatkan kompetensi guru TK dalam menjaga dan meningkatkan kualitas belajar peserta didik dalam rangka membekali mereka pada kebutuhan tantangan global.This research sought to unravel the transformation of teacher competence management within the policy framework, this perspective was chosen to , at the messo level, the transformation of teacher competencies in regard to the regional needs. This study used a descriptive qualitative approach. Data collection instruments are in the form of document studies, Focus Group Discussion (FGD), interviews, and surveys. This method was used to collect data related to the transformation practice of kindergarten teachers’ competencies in Kulonprogo. Transformation of teacher competencies is a prerequisite in the recovery framework of post-pandemic education. However, there has not been any transformation of teachers’ competences during the pandemic or post-pandemic that was actually arranged by the local government of Kulon Progo Regency for kindergarten teachers. As for programs to improve teacher competence, they were even more recognized before the pandemic. Even though during the pandemic there was a teacher competency improvement program using an online mode in which teachers could participate independently, the results were hardly noticeable due to the lack of commitment and consistency of teachers during training. The increase in teachers’ competences actually came from the central government with the guru penggerak and sekolah penggerak programs. This is the homework for the Education Authorities of Kulon Progo District to improve the competences of kindergarten teachers to maintain and enhance the quality of student learning and prepare them for the global challenges.

Can Deliberative Policy Reconcile Religious Conflict? A Construction from the Insight of Jamaah Ahmadiyah Indonesia Ihsan Rahmat; Indra Pratama Putra Salmon; Amrih Setyo Raharjo
NALAR Vol 5, No 1 (2021): Religious Moderation
Publisher : NALAR: Jurnal Peradaban dan Pemikiran Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/njppi.v5i1.2445

The state has failed to manage religious conflicts. Not only from the side of the government apparatus, which helped provoke the mass to the loss of life, but also weak and biased central regulations. The fact is that national policies do not complete the agenda and content of interests. This study argues that an important deliberative policy is made in each conflict area as a reinforcement for national policy. We construct a deliberative policy flow for religious conflicts based on academic guidelines and the case of the Jamaah Ahmadiyah Indonesia (JAI) in Colo Village, Kudus Regency, Central Java Province. This study is sourced from data collected in November 2018 through documentation, interviews, and observations. We have interviewed the village government, religious leaders, active congregations, and residents. The results of the interviews were processed through the process of transcription, determining keywords, categorizing, and defining. Data refined in October 2020 through literature studies and news clipping. We have described policies as triggers of conflict, identified four patterns of JAI conflict in Indonesia, and explained the dynamics of Ahmadiyyah diversity with local Muslims in Colo. Primarily, this study contains a deliberative policy-making process. The key to this policy is a participatory, informative, balanced, and thorough discussion of all parties. The task in the future is the need to examine the deliberative policy flow that we have constructed to ensure that this can be applied.Keywords : Religious Conflict; Deliberative Policy; Jamaah Ahmadiyyah Indonesia

Development of the Fun School Movement Program in Elementary Schools in Support of the Merdeka Belajar Curriculum Firdaus, Fery Muhamad; Prasojo, Lantip Diat; Wijaya, Widia Murni; Fadhli, Rahmat; Aman, Aman; Rochmah, Evy Nur; Raharjo, Amrih Setyo
International Journal of Public Devotion Vol 7, No 2 (2024): August - December 2024
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/ijpd.v7i2.3899

The Fun School Movement Program (GSM) is a program that encourages a positive, fun, safe learning environment and evokes student enthusiasm for learning. This program aims to improve the quality of learning and good character of students. In addition, the emergence of the concept of freedom of learning for students and teachers through the independent learning curriculum makes the problems faced by schools more complex. This activity aims to assist schools in developing the GSM program and increasing understanding of the independent learning curriculum. The activity was carried out six times which included discussion, practice and program assistance in Depok District, Sleman Regency, Special Region of Yogyakarta. The results of the training and mentoring activities show that there has been an increase in the understanding of educators on the concept of GSM and the Independent Learning Curriculum. In addition, teachers are also able to design products in the form of GSM programs that can be implemented in their schools

Penguatan Resiliensi Personal Anak Usia Sekolah di Kawasan Marjinal Kota Yogyakarta Saputri, Evi Rovikoh Indah; Efianingrum, Ariefa; Dwiingrum, Siti Irene Astuti; Nurhayati, Riana; Raharjo, Amrih Setyo
FOUNDASIA Vol 14, No 2 (2023)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/foundasia.v14i2.65769

Penguatan resiliensi personal anak usia sekolah di kawasan marjinal Kota Yogyakarta mendesak untuk dilakukan. Hal ini didasarkan pada fenomena kesenjangan akses maupun kualitas pendidikan sebagai issue penting dalam Sustainable Development Goals (SDGs). Penelitian ini bertujuan untuk mendeskripsikan penguatan resiliensi personal anak usia sekolah di Kawasan Bong Suwung dalam mengakses layanan pendidikan serta rekomendasi untuk mengurangi tantangan yang ada. Metode penelitian yang digunakan yaitu metode kualitatif deskriptif. Berdasar hasil penelitian penguatan resiliensi personal anak usia sekolah di kawasan marjinal kota Yogyakarta masih belum optimal dilihat dari rendahnya akses pendidikan ke jenjang yang lebih tinggi. Ini dipengaruhi oleh faktor kurang dukungan dan kemiskinan orang tua serta lingkungan. Rekomendasi yang ditawarkan berupa intervensi psiko-sosial untuk penguatan resiliensi personal anak usia sekolah melalui dukungan sosial, terutama dari keluarga yang menjadi faktor paling penting.

Analisis Tren Pertemuan Tatap Muka Terbatas dari Persepsi Warganet pada Twitter Menggunakan Topic Modeling Nurlayli, Akhsin; Dwiningrum, Siti Irene Astuti; Alwi, Ahmad Chafid; Raharjo, Amrih Setyo
Edu Komputika Journal Vol 9 No 2 (2022): Edu Komputika Journal
Publisher : Jurusan Teknik Elektro Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/edukomputika.v9i2.62076

Salah satu dampak dari pandemi COVID-19 adalah pemberlakuan pembelajaran daring. Kegiatan pembelajaran daring banyak mengalami kendala, sehingga menyebabkan tidak tercapainya kompetensi pembelajaran dengan baik. Kemudian pemerintah memberlakukan program Pertemuan Tatap Muka Terbatas (PTMT), dan banyak tanggapan masyarakat terhadap program tersebut. Untuk mengetahui bagaimana persepsi masyarakat terhadap PTMT, kita dapat melakukan analisis terkait PTMT melalui media sosial. Karena media sosial merupakan salah satu media yang paling banyak digunakan oleh masyarakat selama pandemi untuk berkomunikasi, menyampaikan pendapat, mencari berita, dan lain-lain. Adapun analisis tren PTMT dari persepsi warganet yang dapat dilakukan adalah malalui topic modeling. Dengan mengambil data dari Twitter terkait PTMT menggunakan API (Application Programming Interface), selanjutnya memproses topic modeling dengan metode Latent Dirichlet Allocation (LDA), sebuah metode yang paling populer dan banyak digunakan pada penelitian text mining. Hasil pemodelan topik menghasilkan sepuluh klaster topik dengan nilai koheren 0,50344, dengan tiga topik yang paling banyak dibicarakan oleh warganet. Yakni tentang banyaknya tugas yang harus dikerjakan di luar jam sekolah, mereka sudah mencapai titik kebosanan menjalani sekolah dari rumah hingga menyebabkan kemalasan, dan banyak warganet yang membicarakan bahwa mereka akan melaksanakan kegiatan PTMT.

PKM bagi kelompok kerja guru sekolah dasar (KKG SD) untuk meningkatkan resiliensi literasi dan numerasi siswa berbasis budaya di Kota Yogyakarta Dwiningrum, Siti Irene Astuti; Retnawati, Heri; Raharjo, Amrih Setyo
INOTEKS: Jurnal Inovasi Ilmu Pengetahuan,Teknologi, dan Seni Vol 28, No 2 (2024)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ino.v28i2.77791

Profil resiliensi di bidang literasi dan numerasi siswa SD berbasis budaya belum optimal dan kedua, masalah rendahnya daya adaptasi guru dalam merespon perkembangan teknologi membutuhkan solusi yang bersifat komprehensif. Solusi dengan PkM bagi KKG memotivasi Guru SD dalam mengembangkan ilmu pengetahuan dan meningkatkan resiliensi di bidang literasi dan numerasi siswa SD berbasis budaya melalui media animasi. Kegiatan PKM dilaksanakan dengan rangkaian aktivitas yang dimulai dengan workshop penguatan resiliensi literasi numerasi berbasis budaya bagi guru SD, dilanjutkan dengan pendampingan penggunaan media animasi sebagai media pembelajaran di kelas untuk siswa oleh para guru yang telah mengikuti workshop, kemudian aktivitas selanjutnya yaitu pengenalan pembuatan media animasi resiliensi literasi numerasi berbasis budaya, selanjutnya pelatihan dan pendampingan pembuatan media animasi resiliensi literasi numerasi berbasis budaya, dan diakhiri dengan presentasi hasil media yang telah dirancang dan disusun. Rencana tindak lanjut untuk ke depan, harapannya penguatan resiliensi literasi numerasi berbasis budaya tidak hanya diajarkan kepada guru SD, namun juga siswa SD bahkan perluasan jenjang juga diperlukan. Luaran yang akan dicapai dinataranya HKI media animasi yang sedang disusun oleh kelompok guru, artikel ilmiah, artikel media masa, dan video kegiatan yang diunggah di kanal youtube.

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