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All Journal International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan ISTORIA INFORMASI Geo Media: Majalah Ilmiah dan Informasi Kegeografian Jurnal Pendidikan Indonesia Journal of Education and Learning (EduLearn) Pattingalloang : Jurnal Pemikiran Pendidikan dan Penelitian Kesejarahan Al-Ulum Al-Jami'ah: Journal of Islamic Studies Aksara Insaniyat: Journal of Islam and Humanities Tawarikh : Journal of Historical Studies Journal of Education Technology Patrawidya: Seri Penerbitan Penelitian Sejarah dan Budaya Diakronika Jurnal Pendidikan dan Kebudayaan Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) Review of International Relations (Jurnal Kajian Ilmu Hubungan Internasional) Devotion: Journal of Research and Community Service Indonesian Journal of Educational Development (IJED) Millah: Journal of Religious Studies Aksara

Saefur Rochmat

Universitas Negeri Yogyakarta

Author-ID : 367859

Religion Arts Humanities Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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PENDIDIKAN KECAKAPAN HIDUP DALAMBINGKAI MORAL SEBAGAI STRATEGI BROAD BASED EDUCATION Saefur Rochmat
Jurnal Cakrawala Pendidikan No 1 (2005): Cakrawala Pendidikan, Edisi Februari 2005, Th. XXIV, No.1
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v0i1.4688

Up to now, our educational system have not succeeded in increasing the quality ofmanpower, in which we are in the 132"" intheworId, one level below Vietnam, a nation which is just out ofthe internal dissent. It happens because Indonesia follows the educational system oftM West minus its cultural aspect. The impacts will be more disaster ifthe educational process only emphasis onthe cognitive aspect ofit, moreover ifit is reduced into the memory aspect. Ifwe give Broad Based Education (BBE) the meaningful, it will beable to overcome some disabilities ofoureducational system. The BBEprograms launching together with the policy ofthe Local Autonomy give all districts the opportunities to set up their educational system regionally in accordance with their culture. Educational system should relevant to their philosophical, as the system ofknowledge oftheir societies, which consist ofall symbols with their concepts ofepistemology to integrate the process ofmodernization into a coherent system. Ifthe educational system is given the appropriate cloth in accordance with the culture ofthe nation it will run well, besides as an alternative to the secular education ofthe West which is not able to produce the wisdom. We can take all the theories and concepts ofthe West to be applied into the situation and conditien in Indonesia so that the results'Ofeducation are useful to cope all problems which exist in our societies. We should also lead education process up to the evaluation level in accordance with the culture and morality ofour nation

REFORMASI PENDIDIKAN AGAMA DI ERA MODERN UNTUKMEWUJUDKAN MASYARAKAT MADANI Saefur Rochmat
Jurnal Cakrawala Pendidikan No 3 (2002): CAKRAWALA PENDIDIKAN, EDISI NOVEMBER 2002, TH. XXI, NO. 3
Publisher : LPMPP Universitas Negeri Yogyakarta

Refonnation in education on religion should start with a fundamental change in the philosophy of religious education in thecontextofIndonesia by constructing a system ofreligious education suitable for modem society and ableto counter the negative impactsofmodem civilization. Cooperation and coordination among religions are required to refonnulate the vision,mission,strategy, and operational techniques ofreligious education. We should change the approach to religious education fromthe theologically minded one into that based on ethics in orderthat dialogical communication among religions and even different sects within religions is made possible.John Naisbitt's and Patricia Aburdane's predictionofa religious awakening in the21" century still needs considerable evidence to support its validity. The numberofreligious followershas indeed increased but practice in religious teachings is still oflow quality so that the increase has not significantly contributedto the fulfillmentofthe aspect ofsalvation in life in the fonn ofjustice, welfare, security, and consistence oflaw. The riots thathave broken out since early 1998 have also soiled the imageofreligion. The material aspects ofmodem or Western civilizationstill impress many and particularly those belonging to theyounger generation who are yet to find their identity. The Westhas become more confident in claiming its way as the way to thesalvation after the fallofthe Berlin wall, which has been a symbolofthe supremacy ofcommunism, in spite ofthe shOCk felt byboth the Western and Eastern blocs when the Islamic revolutionin Iran led by someone considered traditional succeeded in toppling the ruling Reza Pahlevi.Indonesia can be considered a state which is still faithful toreligion because no Indonesian is willing tobe called an atheistthough he is a communist. Indonesia can also be considered theworld's greatest Islamic state because its number ofIslamic followers is the largest in any country the world. Consequently,Islamic followers have a significant role in establishing salvation in life. Thath\ls also been the reason why the aforementioned riots have affected Islam's image. But it has not stoppedwith Islam.It has also reflected on other religions, blamed forbeing unable to bring salvation in life and, moreover, for beingunableto become an alternative to materialistic modem society.The solution is a religious education which is more ethics-basedin approach rather than solely theological

TRANSFORMATIVE EDUCATION AS A DIALECTIC OF INDONESIAN CULTURE AND MODERN CULTURE Saefur Rochmat
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN EDISI OKTOBER 2018, TH.XXXVII, NO.3
Publisher : LPMPP Universitas Negeri Yogyakarta

Abstract:Indonesia has being an independent state more than 73 year, but it is not yet a modern state. It is due to a lack of continuity between Indonesian culture (in the forms of local cultures and religions) and modern culture. National culture, in the form of Pancasila state, is not similar to the original Indonesian culture as it is a mix of Indonesian culture and modern culture. This article is to elaborate transformative education which will synergize Indonesian culture and modern culture.This article is a kind of qualitative research, using observation and literature study methods. It focuses on the immaterial aspects of culture, namely supra-structure of both Indonesian culture and the modern one. Curriculum 2013 Revised that discards religious skills from all subjects, except Religious Education and Civic Education, reflects that government has not yet formulated clearly the national education system. National education should be transformative that enables to synergize the Indonesian culture to the modern one. Keywords:Indonesian culture, modern culture, religious skills, Pancasila PENDIDIKAN TRANSFORMATIF SEBAGAI DIALEKTIKA KEBUDAYAAN ASLI DENGAN KEBUDAYAAN MODERN Abstrak:Setelah merdeka lebih 73 tahun, Indonesia masih belum menjadi negara modern.Hal itu terjadi karena adanya kesenjangan antara kebudayaan lama dengan kebudayaan modern. Kebudayaan nasional dalam bentuk kebudayaan Pancasila tidak sepenuhnya merupakan kelanjutan kebudayaan asli sehingga Indonesia harus melakukan transformasi budaya. Artikel ini akan membahas pendidikan transformatif, yang akan mendialektikakan kebudayaan asli dengan kebudayaan modern.Artikel ini merupakan hasil penelitian kualitatif, yang dilakukan dengan metode observasi dan studi pustaka. Penelitian ditekankan pada aspek immaterial (suprastruktur), yang menjadi fondasi bagi struktur kebudayaan, baik dalam kebudayaan Indonesia maupun kebudayaan modern. Pendidikan transformatif merupakan pendidikan yang mampu mensinergikan suprastruktur kebudayaan asli (kebudayaan daerah dan agama) dengan suprasturktur kebudayanaan modern. Aspek suprastruktur kebudayaan asli tercermin dalam sila ke-1 yang bersifat religius, sedangkan aspek suprastruktur kebudayaan modern tercermin dalam sila ke-2, 3, 4, dan 5 yang sifatnya rasional. Kedua karakteristik ilmu itu harus menyatu dalam materi pelajaran yang diajarkan di sekolah, yang tercermin dalam religious skills. Kata kunci: kebudayaan asli, kebudayaan modern, religious skills, Pancasila

Co-Authors Ajat Sudrajat Aman aman Aman Aman Aman Aman Arif Rohman Arrazaq, Naufal Raffi Destiya Anisa Putri Dimas Aldi Pangestu Elinda Tria Wati Fadilla, A. Nur Fadli, Muhammad Rijal Fahruddin Fahruddin Hasibuan, Rizki Ananda Hery Widijanto Jana, Padrul Jems Sopacua Kholid Irsani Kristoforus Bagas Romualdi Kuswono Kuswono Laode Ali Basri Lenni Ertati Lenni Ertati, Lenni Ertati Marwan . Ridayat Ridayat Risky Setiawan Rizki Ananda Hasibuan Ropita Dewi Sartika Sartika, Ropita Dewi Sembiring, Rinawati Setiawan, Johan Simanjuntak, Adelina Darmauli Solly Aryza trisnawati, diana widiatikasyanti, Skolastika Yuliantri, Rhoma Dwi Aria Zulkarnain

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