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All Journal Muaddib : Studi Kependidikan dan Keislaman Istawa: Jurnal Pendidikan Islam
Kholid Junaidi
STAI Nurul Falah Air Molek Riau
Arts Humanities Education Languange, Linguistic, Communication & Media

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PEMBERDAYAAN NILAI-NILAI INSTITUSI DAN HOLISTIC EDUCATION Kajian Kontribusi Pemimpin Pendidikan terhadap Gerakan Revolusi Mental Kholid Junaidi
MUADDIB Jurnal Kependidikan dan Keislaman Vol 7, No 01 (2017)
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (353.618 KB) | DOI: 10.24269/muaddib.v7i01.548

Abstract

Mental revolution movement in Indonesia is based on the phenomena of mental negative development in many different ages and other fields such as corruption, drugs, murder, robbery, thievery, prostitution, violence, gambling and sexual insulting. The development of mental negative in society is reputed as the implementation product that only produces the change of cognitive product in low level (knowing and comprehending) and it has not reached the high level of cognitive product (analyzing, synthetic, and evaluating). Education institution as the main tool and also as the first builder of mental Indonesian should be able to optimize all of intellectual potentials, emotions, social physic, aesthetic, and spirituality as comprehensive as balanced (holistic education) so that it can create the real human. In this case, it is needed more professional education management to empower the environment and also spiritual values as source of study; and to develop communication and cooperation with formal, non formal and informal institutions.As the leader of education institution, headmaster should be more serious in doing socialization, comprehension, and fulfillment the quality of the components in implementing the real education such as competent human resources, education curriculum, supporting facility and also empowering the cultural values of institution. Teachers as agents of mental revolution should increase their competences especially in using curriculum in various, fun, democratic and meaningful teaching-learning process so that it can be built the characters and positive attitudes of students. Commitment and cooperation among headmaster, teachers, society and government in building positive values will make faster to create Indonesian that are cultured as the goal of the mental revolution movement
Sistem Pendidikan Pondok Pesantren di Indonesia (Suatu Kajian Sistem Kurikulum di Pondok Pesantren Lirboyo) Kholid Junaidi
ISTAWA Vol 2, No 1 (2016): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (297.356 KB) | DOI: 10.24269/ijpi.v2i1.364

Abstract

The background of this writing is still an assumption of some people consider boarding school is an institution of education that is less orderly, rule out the affairs of the world even assuming the boarding school is a hotbed of terrorists. Such views should be thrown away because they in fact boarding an Islamic educational institutions that their major contribution to Islamic civilization in Indonesia and Indonesian human superbly managed to form a virtuous, noble, understand and live the teachings of Islam. This success is due to the boarding school has successfully established a system of education that is contextual to the needs of the people of Indonesia. The formulation in this paper are: (1) How is the system of teaching in a boarding school? (2). How the educational curriculum at boarding school? The results showed that (1) Systems of teaching at the boarding school system is divided into two classical learning and the learning system non klaskal. Learning system adopted from the classical modern education system that is on the students grouped by grade level appropriate ability level, Level Madrasah Ibtida'iyah, Tsanawiyah level (Mts), the level of Aliyah (MA), levels I'dadiyyah (SP). While the non-classical learning system directly supervised by clerics with sorogan and bandongan system. (2) The curriculum of education in boarding broadly divided into 7 groups of subjects of fiqh, hadith, quran, monotheism, Arabic literature, Sufism, commentary, on each of these subjects boarding school has determined the book used by grade level or the ability of students.
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