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All Journal ELT Echo As Sibyan : Jurnal Kajian Kritis Pendidikan Islam dan Manajemen Pendidikan Dasar
Effi Wahyuningsih
INISNU TEMANGGUNG
Arts Humanities Education Languange, Linguistic, Communication & Media

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EFEKTIVITAS MANAJEMEN BERBASIS MADRASAH DI MI DARUSSALAM WANUTENGAH KECAMATAN PARAKAN KABUPATEN TEMANGGUNG Faizah Faizah; Ahmat Yuliyanto; Effi Wahyuningsih
As-Sibyan Vol 5 No 2 (2022): As Sibyan : Jurnal Kajian Kritis Pendidikan Islam dan Manajemen Pendidikan Dasar
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah STAINU Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52484/as_sibyan.v5i2.346

Abstract

This study aims to determine the effectiveness of Madrasah-Based Management Implementation at MI Darussalam Wanutengah, Parakan District, Temanggung Regency. This research is included in the descriptive qualitative research. The data collection technique used is the method of observation, interviews, and documentation. The data analysis technique used in this study is qualitative analysis through data reduction, data presentation, and data inference. Based on the results of the research that has been carried out, it can be concluded that (1) the concept of Madrasah-Based Management is understood by the stakeholders of MI Darussalam Wanutengah as a madrasa management model that provides autonomy and flexibility to madrasas and encourage the participation of madrasa residents and the community to improve the quality of education. The aim is to improve the performance of madrasas which include improving the quality, effectiveness, efficiency, productivity and innovation of education based on the principles of good governance towards the realization of effective madrasas. (2) The implementation of Madrasah-Based Management at MI Darussalam Wanu was going well, covering 9 aspects, namely: Planning and evaluation; Curriculum management; Management of teaching and learning process; Manpower management; Facility management; Financial management; Student services; School-community relations; and Madrasah climate management. (3) The supporting and inhibiting factors for the implementation of Madrasah-Based Management at MI Darussalam Wanutengah come from internal factors and external factors.
TEYL IN INDONESIAN ELEMENTARY SCHOOLS: WHY, WHO, WHAT, AND HOW? Effi Wahyuningsih
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 7, No 2 (2022): DECEMBER
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v7i2.11789

Abstract

English has been eliminated as a compulsory subject in elementary school and replaced with an extracurricular (2013 Curriculum) and elective subject (Merdeka Curriculum). This study is to investigate the Teaching English to Young Learners (TEYL) in elementary schools. An online survey was randomly distributed and responded by 112 teachers from 74 schools in 13 districts (in 5 provinces in Indonesia). The study's samples included 94 English teachers from 66 schools. The questionnaire was designed by providing both closed-response and open-response questions. The data from closed-ended questions was quantitatively examined to determine percentages and frequencies. The data from open-response questions, on the other hand, were investigated qualitatively through data reduction, data display, and conclusion drawing and verification. Despite the pros and cons of the newest curricula, most schools (89% of 74) teach English to students. It was because English is vital for futures; students need to be taught English early; and ensuring that school is not left behind others. Homeroom teachers (61%), specialized English teachers (32%), and English teachers with no relevant educational background (7%) are among those who teach English. The top three teaching topics were vocabulary, grammar, and writing, as stated by 64 teachers (68%), 15 teachers (16%), and 7 teachers (7%), respectively. "Song" was voted 68 times to be used in English class, "Games" was chosen 60 times, "Lecture" was elected 57 times, and "Dialogue/Conversation" received the fewest votes (12 times). TEYL in elementary schools should consider not only the fixed curriculum but also the teachers’ preparedness.
Co-Authors Ahmat Yuliyanto Faizah Faizah