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sutrimo Purnomo, sutrimo
Alumni Dan Staff Subbag Administrasi Dan Akademik Institut Agama Islam Negeri Purwokerto
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PENDIDIKAN KARAKTER DI INDONESIA: ANTARA ASA DAN REALITA Purnomo, sutrimo
Jurnal Kependidikan Vol 2, No 2 (2014)
Publisher : Kelompok Kajian Pendidikan Ikatan Alumni IAIN Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (376.081 KB)

Abstract

The implementation of character education for a nation is an absolute thing that must be realized, including in Indonesia. This is because the purpose of education is to form the character of the noble human being. A nation that has qualified generation supported with their good morals will be a great nation, be upheld by other nations, and become a prosperous nation. Character development was nationally declared by Susilo Bambang Yudhoyono in 2010 with the hope that the quality of Indonesian human character would increase. Over time, however, it turns out that the reality is far from the hope. Many immoral conducts are conducted by students. This indicates that the implementation of character education in Indonesia has not been entirely successful. The problem is actually not on the values of the characters that are offered, but it is on the process of conveying and transferring the character that needs to be repaired and upgraded in order to be more effective. In addition, all educators and people in general need to understand the urgency and the concept of character education in order to have clear and definite direction when implementing this character education. Therefore, there should be an effective character education as an alternative solution in dealing with problems of character education in this country. This is really needed to achieve its goal to create a good quality young people both in moral and intellectual and to achieve nation dignity. Pelaksanaan pendidikan karakter bagi suatu bangsa merupakan hal mutlak yang harus diwujudkan termasuk Indonesia, karena tujuan dari pendidikan karakter adalah untuk membentuk insan yang berakhlak mulia. Ketika suatu bangsa memiliki generasi yang berkualitas yakni dengan akhlak mereka yang baik, maka bangsa tersebut akan menjadi bangsa yang besar, dijunjung tinggi oleh bangsa lain, dan menjadi bangsa yang sejahtera. Pembangunan Karakter secara nasional dideklarasikan oleh Susilo Bambang Yudhoyono pada tahun 2010 dengan harapan kualitas karakter manusia Indonesia semakin meningkat. Namun seiring berjalannya waktu ternyata realita berbicara lain. Justru kini banyak terjadi tindakan amoral yang pelakunya berasal dari kalangan pelajar. Hal ini mengindikasikan bahwa pelaksanaan pendidikan karakter di Indonesia belum sepenuhnya berhasil. Permasalahannya bukan pada nilai-nilai karakter yang ditawarkan, akan tetapi proses menyampaikan dan mentransfer karakter itulah yang perlu diperbaiki dan ditingkatkan agar dapat berjalan dengan efektif. Selain itu, setiap pendidik atau masyarakat pada umumnya perlu untuk memahami urgensi dan konsep pendidikan karakter agar pada saat mentransfer karakter tersebut telah memiliki arah yang jelas dan pasti. Oleh karena itu, perlu dilakukan pendidikan karakter yang efektif sebagai solusi alternatif dalam menghadapi permasalahan pendidikan karakter di negeri ini sehingga tujuan pendidikan karakter yang diharapkan yakni demi tercipta generasi muda yang berkualitas baik secara moral maupun intelektual serta bisa menjadi bangsa yang bermartabat dapat tercapai.
PENDIDIKAN KARAKTER DI INDONESIA: ANTARA ASA DAN REALITA Purnomo, sutrimo
Jurnal Kependidikan Vol 2 No 2 (2014)
Publisher : Kelompok Kajian Pendidikan Ikatan Alumni IAIN Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (376.081 KB) | DOI: 10.24090/jk.v2i2.553

Abstract

The implementation of character education for a nation is an absolute thing that must be realized, including in Indonesia. This is because the purpose of education is to form the character of the noble human being. A nation that has qualified generation supported with their good morals will be a great nation, be upheld by other nations, and become a prosperous nation. Character development was nationally declared by Susilo Bambang Yudhoyono in 2010 with the hope that the quality of Indonesian human character would increase. Over time, however, it turns out that the reality is far from the hope. Many immoral conducts are conducted by students. This indicates that the implementation of character education in Indonesia has not been entirely successful. The problem is actually not on the values of the characters that are offered, but it is on the process of conveying and transferring the character that needs to be repaired and upgraded in order to be more effective. In addition, all educators and people in general need to understand the urgency and the concept of character education in order to have clear and definite direction when implementing this character education. Therefore, there should be an effective character education as an alternative solution in dealing with problems of character education in this country. This is really needed to achieve its goal to create a good quality young people both in moral and intellectual and to achieve nation dignity. Pelaksanaan pendidikan karakter bagi suatu bangsa merupakan hal mutlak yang harus diwujudkan termasuk Indonesia, karena tujuan dari pendidikan karakter adalah untuk membentuk insan yang berakhlak mulia. Ketika suatu bangsa memiliki generasi yang berkualitas yakni dengan akhlak mereka yang baik, maka bangsa tersebut akan menjadi bangsa yang besar, dijunjung tinggi oleh bangsa lain, dan menjadi bangsa yang sejahtera. Pembangunan Karakter secara nasional dideklarasikan oleh Susilo Bambang Yudhoyono pada tahun 2010 dengan harapan kualitas karakter manusia Indonesia semakin meningkat. Namun seiring berjalannya waktu ternyata realita berbicara lain. Justru kini banyak terjadi tindakan amoral yang pelakunya berasal dari kalangan pelajar. Hal ini mengindikasikan bahwa pelaksanaan pendidikan karakter di Indonesia belum sepenuhnya berhasil. Permasalahannya bukan pada nilai-nilai karakter yang ditawarkan, akan tetapi proses menyampaikan dan mentransfer karakter itulah yang perlu diperbaiki dan ditingkatkan agar dapat berjalan dengan efektif. Selain itu, setiap pendidik atau masyarakat pada umumnya perlu untuk memahami urgensi dan konsep pendidikan karakter agar pada saat mentransfer karakter tersebut telah memiliki arah yang jelas dan pasti. Oleh karena itu, perlu dilakukan pendidikan karakter yang efektif sebagai solusi alternatif dalam menghadapi permasalahan pendidikan karakter di negeri ini sehingga tujuan pendidikan karakter yang diharapkan yakni demi tercipta generasi muda yang berkualitas baik secara moral maupun intelektual serta bisa menjadi bangsa yang bermartabat dapat tercapai.
PENGEMBANGAN SASARAN, VISI DAN MISI HUBUNGAN MASYARAKAT DI LEMBAGA PENDIDIKAN BERBASIS KEPUASAN PELANGGAN Purnomo, Sutrimo
Jurnal Kependidikan Vol 3 No 2 (2015)
Publisher : Kelompok Kajian Pendidikan Ikatan Alumni IAIN Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (292.611 KB) | DOI: 10.24090/jk.v3i2.899

Abstract

An educational institution should try to create an positive image in the heart of the people, so that people are able to make the decision to enroll their children and participate actively in the institution development. Positive image can be realized by developing quality and organizing some productive activities that have public relation with clear vision and mision. This paper offers an alternative for implementation and development of the vision and mision of public relation based on customer satisfaction in order to realize institution positive image. Customer satisfaction can be realized by the commitment in understanding the customer expectation, so education institution need to identify “the needs and pretentions” of customer expectations. Some things need to be done in improving customer satisfaction related to the development of the vision and mission of public relations, namely: Compiling identification program of costumer expectation, measuring customer satisfaction consistently, designing services based on costumer expectations, communicating effectively, building proactive, friendly, anthusiastic and trust of personal profile, building anorganizational structure that accommodates customer service, and developing participative management.
Penanaman Akhlak bagi Anak Jalanan di TPQ Tombo Ati Kampung Dayak Purwokerto Selatan Purnomo, Sutrimo
Jurnal Ilmiah Mahasiswa Raushan Fikr Vol 3 No 2 (2014)
Publisher : IAIN Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (206.683 KB) | DOI: 10.24090/jimrf.v3i2.1024

Abstract

Ada sekelompok anak jalanan yang tinggal di sebuah perkampungan yang bernama Kampung Dayak di mana mereka berada di jalanan bertujuan untuk mencari uang dengan cara mengamen demi membantu perekonomian orang tua mereka. Mereka pun berbeda dan cenderung memiliki akhlak yang lebih baik dibandingkan anak jalanan pada umumnya. Hal ini bisa diketahui di antaranya ketika waktu salat Magrib tiba, mereka berduyun-duyun pergi ke musala setempat untuk melaksanakan salat Magrib berjama’ah dan setelah selesai salat mereka pun mengaji di TPQ Tombo Ati Kampung Dayak Purwokerto Selatan. Hasil dari penelitian ini menunjukan dan menggambarkan bahwa akhlak yang ditanamkan oleh TPQ Tombo Ati kepada para anak jalanan meliputi akhlak kepada Allah, akhlak kepada sesama manusia, dan akhlak kepada alam/lingkungan. Untuk menanamkan akhlak tersebut digunakan metode keteladanan, pembiasaan, pemberian nasihat, dan pemberian perhatian/pengawasan. Dari keempat metode tersebut, metode pembiasaan mendominasi untuk digunakan dan pemberian nasihat mendapat perhatian lebih. Karena, hal dasar yang lebih dibutuhkan bagi anak-anak jalanan tersebut ialah pembangunan mental dan hal ini dapat dicapai di antaranya melalui pemberian nasihat secara intensif.
REFORMULASI KEPEMIMPINAN PENDIDIKAN ISLAM DI ERA REVOLUSI INDUSTRI 4.0 Purnomo, Sutrimo
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 25 No 1 (2020)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (859.595 KB) | DOI: 10.24090/insania.v25i1.3751

Abstract

This article aims to provide an alternative solution to the world of education in the form of reformulation of Islamic education leadership in the industrial revolution 4.0. Industrial Revolution Era 4.0 is an era marked by the existence of a digital revolution that is a combination of various technologies that blur the lines of physical, digital and biological space. This era has implications for the increasingly sparse space and time and physical activity and communication at a geographical location. Everything changed from a manual to a digital one which turned out to have a significant impact on various lines of people's lives, including in the world of education. If the leadership of Islamic education is unwilling and able to adapt to this era, then Islamic education will be increasingly left behind. For this reason, it is necessary to reformulate Islamic educational leadership, namely through disruptive mindset, self-driving, and reshape or create steps. With these steps the leaders of Islamic education will be able to provide breakthroughs for the development of Islamic education and provide a guarantee of satisfaction for its users. The reformulation of Islamic education leadership also needs to be supported by strengthening users, strengthening strategies, and strengthening information and communication technology based on Islamic and applicable values ​​so that Islamic education is able to answer the hopes and needs of the community, not again limited to education that is sky-high but grounded education.
EPISTEMOLOGI IBNU KHALDUN DAN PENGEMBANGAN PENDIDIKAN ISLAM Purnomo, Sutrimo
Jurnal Ilmiah Mahasiswa Raushan Fikr Vol 6 No 1 (2017)
Publisher : IAIN Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (252.794 KB) | DOI: 10.24090/jimrf.v6i1.2711

Abstract

Tulisan ini bertujuan untuk memberikan wacana tentang bagaimana menjadikan konsep epistemologi yang ditawarkan oleh Ibnu Khaldun sebagai alat untuk mengembangkan pendidikan Islam yakni dengan menjadikan indera, akal dan wahyu sebagai sumber pengetahuan.Wahyu (Al-Qur’an dan Al-Hadits) inilah yang seharusnya menjadi landasan bagiindera dan akal dalam pengembangan pendidikan Islamsehingga kemaslahatan umat baik yang bersifat duniawi maupun ukhrawi dapat tercapai, pendidikan Islam yang mampu mencetak para ilmuwan sekaligus ulama sebagai pemimpin umat. Paradigma yang bisa digunakan dalam pengembangan pendidikan Islam berkaitan dengan epistemologi Ibnu Khaldun tersebut, di antaranya dengan mengaitkan antara “ilmu umum” dan ilmu agama bahkan menanamkan pemahaman bahwasannya semua ilmu bersumber dari Allah sebagai Yang Maha Memberi Ilmu dengan prinsip bahwa proses perolehan pengetahuan hakekatnya adalah untuk kebaikan bagi dirinya dan bagi umat serta dengan mendasarkan proses pendidikan kepada al- Qur’an dan Hadits sebagai pedoman dalam pengembangan ilmu.
EPISTEMOLOGI IBNU KHALDUN DAN PENGEMBANGAN PENDIDIKAN ISLAM Purnomo, Sutrimo
Jurnal Ilmiah Mahasiswa Raushan Fikr Vol 6 No 1 (2017)
Publisher : Lembaga Kajian dan Pemberdayaan Mahasiswa UIN Prof. KH. Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/jimrf.v6i1.2711

Abstract

Tulisan ini bertujuan untuk memberikan wacana tentang bagaimana menjadikan konsep epistemologi yang ditawarkan oleh Ibnu Khaldun sebagai alat untuk mengembangkan pendidikan Islam yakni dengan menjadikan indera, akal dan wahyu sebagai sumber pengetahuan.Wahyu (Al-Qur’an dan Al-Hadits) inilah yang seharusnya menjadi landasan bagiindera dan akal dalam pengembangan pendidikan Islamsehingga kemaslahatan umat baik yang bersifat duniawi maupun ukhrawi dapat tercapai, pendidikan Islam yang mampu mencetak para ilmuwan sekaligus ulama sebagai pemimpin umat. Paradigma yang bisa digunakan dalam pengembangan pendidikan Islam berkaitan dengan epistemologi Ibnu Khaldun tersebut, di antaranya dengan mengaitkan antara “ilmu umum” dan ilmu agama bahkan menanamkan pemahaman bahwasannya semua ilmu bersumber dari Allah sebagai Yang Maha Memberi Ilmu dengan prinsip bahwa proses perolehan pengetahuan hakekatnya adalah untuk kebaikan bagi dirinya dan bagi umat serta dengan mendasarkan proses pendidikan kepada al- Qur’an dan Hadits sebagai pedoman dalam pengembangan ilmu.
Integration of Fethullah Gulen's Thought for The Development of Multicultural Islamic Education in Indonesia Purnomo, Sutrimo; Kusumawanti, Windhariyati Dyah; Chedo, Zainab; Islamoglu, Merve
International Journal of Islamic Studies Higher Education Vol. 2 No. 2 (2023): July
Publisher : Islamic Studies and Development Center in collaboration with Department of Islamic Education Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/insight.v2i2.121

Abstract

Constructing the awareness of coexisting peacefully regardless of differences in religion, ethnicity or language is an absolute thing that must be instilled in Indonesia from an early age in the younger generation as a multicultural country. If there is no such efforts to construct that awareness, acts of intolerance will continue to develop and have even penetrated the younger generation of students. For this reason, awareness of the importance of multiculturalism needs to be instilled, including through multicultural Islamic education. This article aims to discuss Fethullah Gulen's thoughts on Islamic education and how it is integrated into multicultural Islamic education in Indonesia. This study uses a qualitative method with a content analysis approach. The main data sources are taken from Islamic education theories and two main books (Toward a Global Civilization of Love and Tolerance and Multicultural Education: Issues and Perspectives) and are supported by 20 related journal articles. All data were analyzed using the Miles and Huberman technique. The findings show that there are nine themes of integration for the development of multicultural Islamic education. The nine themes are grouped into three elements, namely: Love (love for God, compassion for human beings (humanism), forgiveness, love for science, and love for nature); Tolerance and Dialogue (respect for differences in thoughts and religions, love as the basis for tolerance, and dialogue as a means of building tolerance). These findings can be used as a reference on how multicultural education should be implemented in Indonesia as well as a multicultural education platform in an Islamic country.  
Madrasah development model based on strengthening the integrity values in Banyumas, Indonesia Purnomo, Sutrimo; Kusumawanti, Windhariyati Dyah; Munif, Fatkhan
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 29 No 1 (2024)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v29i1.9547

Abstract

This study aims to find an integrity-value-based madrasah development model in Banyumas, Indonesia. Madrasahs, as one of the Islamic educational institutions in Indonesia, play a strategic role in achieving national education goals. Therefore, they need to be developed optimally, and strengthening the values of integrity is a key solution for madrasah development. This qualitative field research employs a case study approach. Data collection techniques used include interviews, observation, and documentation. The results show that the integrity values developed by the madrasahs in Banyumas include hard work, responsibility, discipline, and cooperation, involving all members of the madrasah community, including the head of the madrasah, teachers, and students. The implementation of the madrasah development model through integrity values involves creating clear rules, managing and socializing these rules, and finally, habituating the madrasah community to follow them. By implementing these aspects, the madrasahs in Banyumas can strengthen their integrity values and, consequently, develop their institutions effectively.
Rekonstruksi pendidikan anak dalam Islam di Era 5.0: Studi integrasi pemikiran Buya Hamka dan M. Quraish Shihab Purnomo, Sutrimo; Sumiarti
Yinyang: Jurnal Studi Islam Gender dan Anak Vol. 18 No. 2 (2023)
Publisher : Pusat Studi Gender dan Anak (PSGA) IAIN Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/yinyang.v18i2.8581

Abstract

The era of 5.0 has had an impact that is not entirely good, even advances in information and technology have become one of the causes of moral degradation in children. If this is allowed to continue, a younger generation will emerge who are intellectually superior but weak morally. This is at the same time an indicator of the failure of the world of education, because the ultimate goal of education is to create a moral generation. For this reason, efforts to anticipate moral degradation in children as a result of the 5.0 era must be carried out, including through the reconstruction of children's education in Islam. This study aims to offer readers a formulation of children's education in Islam in the era of society 5.0 through the integration of the thoughts of two Indonesian Muslim scholars, namely M. Quraish Shihab and Buya Hamka. This research is a qualitative research type which is library research by making a systematic review as a research approach. The findings illustrate that children's education in Islam in the 5.0 era can be done through four things, namely: First, strengthening the goal of creating humans as servants. Second, the strengthening of gratitude which is implemented in the spirit of talabul 'ilmi. Third, aqidah or monotheism education about the Oneness of Allah must be instilled from an early age. Fourth, the cultivation of good morals, especially devotion to parents and also to others and the environment, is used as the direction of children's education in Islam.
Co-Authors Arizki, Juwita Fani Chedo, Zainab Islamoglu, Merve Kusumawanti, Windhariyati Dyah Munif, Fatkhan Nastiti, Margi Dwi Rostanti, Nia Setyaningsih, Ari Sudiro Sudiro Sukma, Anugrah Wiranti Sumiarti sunhaji sunhaji Ulum, Davinatul