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Konstribusi Pondok Pesantren dalam Menanamkan Karakter Washatiyah di Yayasan Pondok Pesantren Qamarul Huda Bagu (YP2QH) Badrun Badrun
PALAPA Vol 8 No 2 (2020): NOVEMBER
Publisher : LP2M STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/palapa.v8i2.936

Islamic boarding schools basically have a distinctive soul and philosophy. This spirit and philosophy guarantees the existence of the pesantren, and even becomes the driving force in educating students and maintaining the continuity of the institution towards progress in the future. The pesantren has five souls or it can be called five souls, namely sincerity, simplicity, independence, ukhuwah / brotherhood, and freedom in determining the field of struggle. As an educational institution, Islamic boarding schools have a big role as a fortress to defend the nation's moral values. However, the decline in moral and ethical values will affect the integrity of the nation and state. Therefore, the government has determined character education as a content that must be present at every level of education, including in Islamic boarding schools.

Principal's Leadership Strategy in Strengthening Character Education Badrun Badrun; Fitrah Sugiarto; Arnis Rachmadhani; Hendra SH
Edukasi Islami : Jurnal Pendidikan Islam Vol 11, No 01 (2022): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v11i01.2290

This study aims to determine leadershipPrincipals in developing character education in Madrasah Ibtidaiyah Negeri 2 Mataram City and the factors that become obstacles for Principals in developing character education in Madrasah Ibtidaiyah Negeri 2 Mataram City. The research approach used in this research is a qualitative approach. The research subjects were the principal, teachers and students. Determination of research subjects is done by using a purpose sampling technique. Data collection techniques were carried out using interviews, observation, and documentation. This type of data analysis uses the Miles and Huberman model, namely data reduction, data display, and conclusion drawing/verification data. The principal's role as a leader in the school is in the form of conducting continuous guidance in the development of education, namely: first, character modeling, the madrasa principal encourages all teachers and administrative staff to be good character models for all students. second, teaching (teaching), regular and continuous communication with madrasa residents regarding the realization of character education in madrasas. third, good character strengthening (reinforcing) for all school members (teachers, students, and administrative staff). This caring attitude is implemented by involving teachers in making various democratic decisions. good character strengthening (reinforcing) for all school members (teachers, students, and administrative staff). This caring attitude is implemented by involving teachers in making various democratic decisions. good character strengthening (reinforcing) for all school members (teachers, students, and administrative staff). This caring attitude is implemented by involving teachers in making various democratic decisions.

ANALISIS PENDIDIKAN KARAKTER PONDOK PESANTREN HAMZANWADI NAHDATUL WATHAN (NW) PANCOR Badrun Badrun
al-Iltizam: Jurnal Pendidikan Agama Islam Vol 5, No 1 (2020): PENDIDIKAN AGAMA ISLAM
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/alt.v5i1.1354

Indonesia masih mengalami krisis moralitas yang ditandai dengan maraknya pembunuhan, perampokan, korupsi, kolusi, nepotisme. Begitupula masalah di dunia pendidikan masih banyak terjadi tawuran anak sekolah, pergaulan bebas, penyalahgunaan narkoba dll. Kerusakan sosial atau moral yang terjadi menunjukan perlunya pembenahan dari sisi pendidikan karakter sejak dini melalui pendidikan. Peran Pondok Pesantren khususnya Pondok Pesantren Hamzanwadi NW Pancor sangat diperlukan dalam pembenahan moralitas Bangsa melalui Pendidikan Karakter dengan kekuatan religiusitas yang tinggi. Penelitian ini adalah penelitian kualitatif dengan studi kasus di Pondok Pesantren Hamzanwadi NW Pancor melalui wawancara, diskusi mendalam, dan observasi. Hasil analisis menunjukkan bahwa sumber nilai, jenis-jenis nilai dan indikator pendidikan karakter di Pondok Pesantren akan terwujud dengan adanya sinergisitas. Sinergisitas yang harus dilakuakn adalah adanya peran Tuan Guru, ustad, orang tua dan masyarakat dalam membangun dan mengembangkan pendidikan karakter di Pondok Pesantren Hamzanwadi NW Pancor. Penelitian ini diharapkan dapat dijadikan sebagai rujukan, acuan, atau perbandingan dalam Pendidikan karakater dan bisa berkontribusi dalam pengembangan literasi Pendidikan karakter di Indonesia.

Principal Leadership Strategies In Shapeing Student Personality In Madrasah Ibtidaiyah Negeri 2 Mataram Badrun Badrun; Sopian Hidayatullah; Fakhrurrazi Fakhrurrazi
Jurnal Bahana Manajemen Pendidikan Vol 11, No 2 (2022): Volume 11 Nomor 2 Tahun 2022
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jbmp.v11i2.117573

The purpose of the study was to describe the planning, implementation and supervision of school principals in shaping the personality of students at Madrasah Ibtidaiyah Negeri 2 Mataram. This research uses a case study approach. This research is included in the field research category. This study uses a qualitative research approach. Research data collection is done by observation, interviews and documentation studies. Research results (1). The Principal's Leadership Strategy in shaping the student's personality by planning the character to be formed, the personality formation strategy, the formation of the student's character based on the student's development, the factors considered in the formation of the student's personality and the Principal's leadership strategy in carrying out responsible activities. (2) Implementation of the Principal in shaping students' personalities, with several programs, namely: Intensive teacher development, involving teachers in shaping students' personalities and developing school culture. (3). The Principal's strategy in shaping the student's personality is carried out by controlling the personality of teachers and students, controlling the principal in supervising the teacher's role and controlling the principal in observing the teacher's efforts and involving the teacher in supervision.

The Relationship between Madrasah Principal Leadership and Teacher Performance at Madrasah Tsanawiyah Badrun Badrun
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.2270

Teacher performance will be optimal if the leadership of the madrasah principal is also optimal. This study aims to determine the relationship between the leadership of the madrasah principal and teacher performance at MTSN 1 Mataram City. The population of this study was all teachers of MTSN 1 Koata Mataram as many as 62 people. The research sample was taken using a stratified proportional random sampling technique so that the research sample was obtained by as many as 16 people. The principal leadership indicators used in this study were innovators, motivators, and supervisors; while the teacher performance indicators used in this study were learning planning and learning implementation. The data collection instrument used a questionnaire in the form of a google form. Data analysis to determine the relationship of principals' leadership with teacher performance using Pearson Correlation with the help of SPSS software. The results showed that there was a significant relationship between the leadership of the madrasah principal and teacher performance at MTSN 1 Mataram City. The relationship between the principal's leadership and teacher performance is included in a strong relationship.

The Leadership Role of Tuan Teachers in Developing Islamic Boarding Schools in Lombok Badrun Badrun
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 4 (2023): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i4.3431

The leadership of teachers in Islamic boarding schools is something that is important to do in order to become a quality Islamic boarding school. This research aims to reveal and elaborate three things, namely: the concept of master teacher leadership in developing Islamic boarding schools, strategies in developing Islamic boarding schools and the benefits that Islamic boarding schools and the surrounding community gain from developing Islamic boarding schools. The results of data analysis show that the teacher's concept in developing Islamic boarding schools is collective-collegial, democratic-participatory and consultative-authoritative. Meanwhile, the strategy carried out by the teacher is to build and maintain trust, empowerment, synergy, innovation, flexible policies and forming solid cooperation. The benefits from the results of Islamic boarding school development are felt and enjoyed by various parties, namely: first, the availability of basic necessities for students, alumni, guardians of students, Islamic boarding school institutions and the surrounding community. Second, the opening of new job opportunities for the community, especially residents around the Islamic boarding school. Third, Islamic boarding schools have economic independence so they have authority and independence in regulating and managing Islamic boarding school institutions. The research has implications for the development of Islamic boarding schools in the field of entrepreneurship based on religious values

Enhancing Islamic Education: The Role of Madrasah-Based Management in Islamic Boarding Schools Badrun Badrun
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i2.5153

This study aims to analyze the contribution of madrasah-based Islamic education management, focusing on planning, organizing, implementing, supervising, and assessing. The research highlights the potential of effective management practices within madrasahs to enhance the quality of education, particularly in Islamic boarding schools (pesantren). Using a qualitative approach and a case study design, this research seeks to reveal empirical facts objectively and scientifically, supported by strong methodology and theory. Data collection methods include observations, interviews, and documentation, while data analysis follows a systematic process involving data collection, analysis, and conclusion drawing. The findings underscore the significant role of madrasah-based management in improving education quality at Madrasah Aliyah in the Darussalam Bermi Islamic Boarding School. Key contributions include the proactive leadership of boarding school authorities, collaboration with stakeholders, integration of a dual curriculum (government and pesantren-specific), and the resulting high quality of graduates. The collaboration between stakeholders and the dual curriculum system significantly impacts educational outcomes, as evidenced by the alumni's quality. The study indicates that madrasah-based management practices, particularly the dual curriculum, do not present significant issues within pesantren. Instead, these practices positively impact educational quality. Effective management strategies, leadership, and stakeholder collaboration are crucial to this success. The integration of the Ministry of Religion’s curriculum with the boarding school’s specific curriculum demonstrates adaptability and effectiveness. This study provides a foundational understanding of madrasah-based Islamic education management’s contribution to improving educational quality. The successful implementation of a dual curriculum and stakeholder involvement are key factors. These findings offer a framework for further research into the contributions and best practices of madrasah-based management in Islamic education.

Principal's Leadership Strategy in Strengthening Character Education Badrun Badrun; Fitrah Sugiarto; Arnis Rachmadhani; Hendra SH
Edukasi Islami: Jurnal Pendidikan Islam Vol. 11 No. 01 (2022): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v11i01.2290

This study aims to determine leadershipPrincipals in developing character education in Madrasah Ibtidaiyah Negeri 2 Mataram City and the factors that become obstacles for Principals in developing character education in Madrasah Ibtidaiyah Negeri 2 Mataram City. The research approach used in this research is a qualitative approach. The research subjects were the principal, teachers and students. Determination of research subjects is done by using a purpose sampling technique. Data collection techniques were carried out using interviews, observation, and documentation. This type of data analysis uses the Miles and Huberman model, namely data reduction, data display, and conclusion drawing/verification data. The principal's role as a leader in the school is in the form of conducting continuous guidance in the development of education, namely: first, character modeling, the madrasa principal encourages all teachers and administrative staff to be good character models for all students. second, teaching (teaching), regular and continuous communication with madrasa residents regarding the realization of character education in madrasas. third, good character strengthening (reinforcing) for all school members (teachers, students, and administrative staff). This caring attitude is implemented by involving teachers in making various democratic decisions. good character strengthening (reinforcing) for all school members (teachers, students, and administrative staff). This caring attitude is implemented by involving teachers in making various democratic decisions. good character strengthening (reinforcing) for all school members (teachers, students, and administrative staff). This caring attitude is implemented by involving teachers in making various democratic decisions.

Implementation of Multicultural Education at the Mahasantri Campus of The Islamic Dirosat Institute of Al-Amien Prenduan Andri Sutrisno; Ach. Nurholis Majid; Badrun Badrun
Syaikhuna: Jurnal Pendidikan dan Pranata Islam Vol. 13 No. 01 (2022): March
Publisher : STAI Syaichona Moh. Cholil Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36835/syaikhuna.v13i01.5506

The Islamic Boarding School Mahasantri Institute Dirosat Al-Amien Prenduan is part of the Indonesian state that instils multicultural values. Where the students come from various cultures, but they live in harmony with several types of educational programs that are implemented and implemented by the kyai and lecturers. It is very urgent in this research because all students live harmoniously without conflict because they accept all existing cultures with full support from educators. Meanwhile, the findings of this research are to understand the basic concepts of multicultural education, know about the implementation of multicultural education in Islamic boarding schools, and describe the supporting factors and obstacles to the implementation of multicultural education in these Islamic boarding schools. This research is qualitative research with the type of case study research; in collecting data, this research uses interviews, observation and documentation. Meanwhile, in analyzing this data, the researcher uses data reduction, presentation, and conclusion. So that this research gets a conclusion as follows: first, multicultural education is an effort created in society to respect each other between tribes and customs that each person has. Second, the implementation of this multicultural education is carried out in consulate parade activities, groups of students and recitation of Islamic religious books. In contrast, the supporters of this implementation include teaching and learning activities for 24 hours, and the obstacles are students' disobedience to regulations and lack of awareness of educational multicultural. values

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