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All Journal Beta: Jurnal Tadris Matematika Ulumuna Society : Jurnal Jurusan Tadris IPS
Ade Alimah
UIN Mataram
Religion Arts Humanities Education Social Sciences

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Contemplative and Transformative Learning for Character Development in Islamic Higher Education Ade Alimah
Ulumuna Vol 24 No 1 (2020): June
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/ujis.v24i1.384

Abstract

Islamic higher education is supposed to develop Indonesians' characters due to its focus on teaching Islam. Moreover, the number of Islamic higher education institutions is vast, reaching 777. Indeed, their contribution to the character development of Indonesians may be significant. However, occurring religious-based prejudices and conflicts, as well as a high index of corruption, show the paradoxes and challenges of Islamic higher education. Although there has been no research demonstrating a statistically significant correlation between Islamic teaching and crime rate or moral issues, educators in Islamic higher education institutions should reflect on what should be done to enhance their leverage on character education. In this paper, two concepts of contemplative learning and transformative learning are discussed to find feasible ways of teaching Islam in the challenging contemporary world. Contemplative and transformative learning in character development requires educators to implement mindfulness and connectedness through integrating all entities of learners' cognition, emotion, intuition, and body, interrelating multi-disciplines, and connecting learning to the real world.
Pendidikan Matematika Kritis (Sebuah Kajian Filosofis dan Pedagogis) Ade Alimah
Beta: Jurnal Tadris Matematika Vol. 6 No. 2 (2013): Beta Nopember
Publisher : Universitas Islam Negeri (UIN) Mataram

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Abstract

Critical mathematics education is an approach of mathematics contextualization in which its learners can develop mathematical knowing, technological knowing and reflextive knowing. Mathematical knowing is skills developed in traditional teaching; technological knowing can be associated with a competence in mathematical model building; and reflective knowing can be seen as a competence in evaluating applications of mathematics. Critical mathematics education is intended to raise students’ critical consciousness against prevailing social inequalities that in turn they can apply mathematics in development of social justice. Instead of traditional banking pedagogy, critical mathematics education requires critical pedagogy emphasizing problem posing learning and dialogical relation. Critical pedagogy can be implemented through mathematics project work based on problem orientation, students’ participation, interdisciplinary approach, exemplarity, authentic and formative assessment, and activity organization. Despite high-stakes Indonesian education system, it seems that critical mathematics education is relevant to 2013 curriculum that highlights the development of learners’ attitudes and behaviors, knowledge, as well as skills.
ACTUALIZATION OF PEDAGOGY FOR TRANSFORMATION IN SOCIAL SCIENCE EDUCATION Ade Alimah
SOCIETY Vol. 4 No. 2 (2013): Desember 2013
Publisher : UIN Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/society.v4i2.332

Abstract

Ade Alimah Fakultas Ilmu Tarbiyah dan Keguruan IAIN Mataram Email: Abstrak Dalam masyarakat kontemporer yang ditandai dengan perubahan yang cepat, globalisasi, kemunculan pengetahuan baru, dan kemajuan teknologi di satu sisi; dan persoalan-persoalan sustainabilitas di bidang ekonomi, politik, sosial, budaya, dan lingkungan di sisi lainnya, pedagogi transformatif diperlukan. Berdasarkan teori pembelajaran transformatif yang dikembangkan dari pandangan konstruktivisme dan humanisme, pedagogi transformatif bertujuan untuk mengubah persepsi, sikap, dan perilaku peserta didik yang pada akhirnya dapat mendorong aksi sosial dan perubahan sosial demi terwujudnya keadilan dan sustainabilitas pembangunan. Pedagogi transformatif menekankan pentingnya suasana belajar yang ramah dan dialogis yang dapat meningkatkan partisipasi aktif peserta didik. Pedagogi transformatif menuntut pendidik untuk menerapkan pembelajaran yang mengintegrasikan ranah kognisi, afeksi, dan psikomotor peserta didik; menghubungkan suatu topik pelajaran dengan berbagai disiplin ilmu; dan mengkontekstualisasikan pembelajaran dengan kehidupan nyata. Pedagogi transformatif mendorong pendidik untuk mendesain aktivitas-aktivitas pembelajaran yang menantang dan mendalam sehingga peserta didik mau terlibat aktif dalam proses pembelajaran dan mampu membangun pemahaman dan pengetahuan yang komprehensif. Refleksi kritis sebagai salah satu strategi terpenting dalam pedagogi transformatif berguna untuk menelaah persepsi-persepsi dalam pengetahuan dan praktik-praktik sosial yang bias; menimbulkan kesadaran kritis; mengubah kognisi, afeksi, dan perilaku peserta didik; dan mendorong tindakan sosial sehingga pada akhirnya peserta didik dapat berkontribusi bagi perubahan sosial menuju keadilan dan sustainabilitas pembangunan
Inclusive Education and Justice for Students With Special Needs in Madrasas Mareta, Mira; Alimah, Ade; Muhammad, Muhammad
Ulumuna Vol 28 No 2 (2024): December
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/ujis.v28i2.862

Abstract

Inclusive education strives to provide equal opportunities for all children, regardless of their disabilities, to access education. While inclusive education is vital to ensure justice and equal opportunities for every child, the effectiveness of catering to each child's unique needs and potential is still up for debate. This article delves into research conducted in 2023 in West Nusa Tenggara, Indonesia, which explores the implementation of inclusive education and its impact on justice. The study used focus group discussions with principals, teachers, and parents of two madrasas (Islamic schools) in two regencies, the Ministry of Religious Affairs representatives, the Inclusive Madrasa Educator Forum, and a non-governmental organization. The results show that the implementation of inclusive education in madrasas has made significant progress, including an increase in the number of inclusive madrasas, positive attitudes from the school community, individualized education programs, the establishment of the Inclusive Madrasah Educator Forum, and collaboration between the government, non-government organizations, and the community. However, challenges such as limited resource allocation, a lack of teacher professional development, and obscure study plans, processes, and evaluations still exist. These unresolved challenges may lead to injustice for children with special needs in madrasas.
Co-Authors Mareta, Mira Muhammad Muhammad