Articles
<![CDATA[PENGAWAS SEKOLAH PENENTU KUALITAS PENDIDIKAN ]]>
<![CDATA[Syarifah Rahmah]]>
<![CDATA[ JURNAL TARBIYAH Vol 25, No 2 (2018) ]]>
Publisher : <![CDATA[UIN Sumatera Utara Medan ]]>
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DOI: 10.30829/tar.v25i2.378
<![CDATA[Pendidikan adalah elemen terpenting bagi suatu negara dalam menunjukkan eksistensinya sebagai negara yang memiliki integritas dan mampu bersaing dengan negara maju lainnya di dunia. Majunya pendidikan di suatu negara tidak terlepas dari peran lembaga pendidikan yang mampu melahirkan produk sesuai dengan harapan yang ada. Untuk menghasilkan lulusan yang berkualitas, maka pemerintah berdasarkan Permen PAN Nomor 91/KEP/M.PAN/10/2002 tentang jabatan fungsional dan Pengawas Sekolah, sebab Pengawas Sekolah adalah salah satu fungsi manajemen untuk menjaga agar kegiatan pelaksanaan tugas pokok dan fungsi organisasi dalam rangka mencapai tujuan lebih efektif.Pengawas Sekolah memiliki hak dan tanggung jawab penuh untuk menjalankan tugasnya dalam bidang pembinaan, yaitu membina pendidik di lembaga pendidikan yang telah ditunjuk. Bentuk pembinaan tidak hanya dalam hal proses pembelajaran saja, termasuk juga metode, strategi, dan pendekatan yang digunakan dalam pembelajaran. Kesemua hal tersebut harus menjadi pantauan dan berada di bawah pembinaan seorang supervisor. Pembinaan tidak hanya sebatas pertemuan biasa, namun harus berkelanjutan. Dalam istilah lain, sekolah adalah tempat seorang supervisor berada dan menjadi sekolah binaannya. Kata Kunci: Pengawas, Sekolah ]]>
<![CDATA[MODERNIZATION OF DAYAH EDUCATIONAL INSTITUTIONS (CASE STUDY IN DAYAH MODERN EDUCATION FOUNDATION ARUN LHOKSEUMAWE) ]]>
<![CDATA[Syarifah Rahmah]]>;
<![CDATA[Husaini Husaini]]>;
<![CDATA[Samsul Bahri]]>
<![CDATA[ JURNAL TARBIYAH Vol 28, No 1 (2021) ]]>
Publisher : <![CDATA[UIN Sumatera Utara Medan ]]>
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DOI: 10.30829/tar.v28i1.975
<![CDATA[This study examines the movement of modernization of education dayah in recent decades. The object of this research is centered on Dayah Modern Education Foundation Arun Lhokseumawe, which is a dayah that has successfully developed the education system by using the approach of modern spirituality reality while maintaining the quality of education. This research uses qualitative approach through case study model design. Based on the findings of researchers concluded that modernization is carried out the system of vision-mission elaboration, implementation and elaboration of dayah curriculum that combines the national curriculum (school) with the local curriculum (dayah) that supports the perfection of the teaching and learning system, learning tools or media used, teaching and learning methods used, as well as a modern evaluation or assessment system to know the success rate of student learning, or santriwan and santriwati. The process of modernization of education in modern dayah Arun Education Foundation began with the establishment of MTs and MA dayah modern YAPENA in 2009 as an application of the vision of realizing a quality modern dayah to give birth to a generation of Muslims who believe and fear.]]>
<![CDATA[EDUCATION MOVEMENT OF SHIA GROUP IN CONTEMPORARY INDONESIA ]]>
<![CDATA[Dahlia Lubis]]>;
<![CDATA[Syarifah Rahmah]]>
<![CDATA[ Journal of Contemporary Islam and Muslim Societies Vol 5, No 2 (2021) ]]>
Publisher : <![CDATA[UIN Sumatera Utara ]]>
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DOI: 10.30821/jcims.v5i2.9654
<![CDATA[Abstract: The aim of this research is to look at the Shia educational movement in Indonesia as it develops its philosophy. Document study activities, observation, and interviews were used to gather data. Two findings were offered in this study. The first is marriage, which is a technique for expanding the number of Shiites in Indonesia by allowing a husband and wife to establish an Islamic family structure based on Shia beliefs. In this setting, the family serves as the primary educational institution in Indonesia for the young Shia generation. The second, internalization of information, attitudes, and abilities, takes place in activities created by Islamic organizations and foundations founded by Shia groups in Indonesia. The many organizations and foundations involved in education and religion have formed a venue for Shia community education in introducing and propagating their schools of thought.Keywords: educational institutions, shia, minority groups]]>
<![CDATA[SERTIFIKASI SEBAGAI BENTUK PENINGKATAN KINERJA PENDIDIK ]]>
<![CDATA[Syarifah Rahmah]]>
<![CDATA[ At-Tafkir Vol 10 No 1 (2017): AT-TAFKIR: Jurnal Pendidikan, Hukum dan Sosial Keagamaan ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) IAIN Langsa ]]>
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<![CDATA[Pendidik adalah tokoh sentral pemegang peran penting dalam berjalannya proses pembelajaran di lembaga pendidikan sekolah. Dapat juga dikatakan pendidik dan pendidikan satu ikatan kuat yang sulit terpisahkan. Pendidik berkulitas dapat dikaitkan dengan kompetensi yang mereka miliki. Kompetensi pendidik menjadi acuan penting dalam menentukan kiblat profesional atau tidaknya seorang pendidik. Pemerintah dalam hal ini sangat menghargai kinerja pendidik dengan memberikan tunjangan sertifikasi kepada pendidik yang telah memiliki sertifikat pendidik. Sertifikasi diberikan dengan tujuan agar pendidk dapat meningkatkan kinerjanya dalam proses pembelajaran. Peningkatan kinerja pendidik dapat dilakukan dengan berbagai cara, di antaranya dengan melakukan supervisi yang dilakukan oleh kepala sekolah. Tujuan utama pemberian sertifikasi bukan hanya untuk mendapatkan tunjangan profesi, melainkan untuk menunjukkan bahwa pendidik telah memiliki kompetensi sebagaimana yang disyaratkan dalam standar kompetensi pendidik. Pemberian sertifikasi berdampak positif terhadap peningkatan kualitas pendidik, dan pada akhirnya akan menuju pada peningkatan kualitas pendidikan dalam satuan pendidikan.]]>
<![CDATA[PENDIDIK DAN PENGEMBANGAN PROFESI ]]>
<![CDATA[Syarifah Rahmah]]>
<![CDATA[ At-Tafkir Vol 10 No 2 (2017): AT-TAFKIR: Jurnal Pendidikan, Hukum dan Sosial Keagamaan ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) IAIN Langsa ]]>
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<![CDATA[Tulisan ini ingin menjabarkan tentang pendidik sebagai tokoh sentral dalam dunia pendidikan, bekerja tanpa kenal lelah membangun dunia pendidikan menjadi lebih profesional dan berkualitas. Kinerja pendidik dapat diukur dengan profesi mereka, karena menjalankan profesi tidak mudah sebab profesi adalah pekerjaan yang dilakukan dengan keahlian sesuai dengan disiplin ilmu yang ada pada seseorang. Bagaimana dikatakan seorang pendidik itu profesional? Pendidik profesional adalah pendidik yang memiliki kompetensi dan muatan-muatan keilmuan sesuai dengan bidangnya. Banyak faktor yang mempengaruhi profesi pendidik, terutama faktor lingkungan. Faktor lingkungan adalah tempat di mana pengembangan itu dilakukan. Faktor birokrasi juga menjadi penyebab utama terhambatnya profesi pendidik, terlalu berbelit-belit dan menghambat proses pengurusan profesi pendidik. Padahal birokrasi sangat terkait dengan perundang-undangan namun kurang mendapat dukungan terhadap pengembangan profesi pendidik. Kemandirian pendidik adalah manivestasi bentuk keberanian untuk mewujudkan apa yang telah menjadi keyakinannya dengan mengedepankan keahlian dan kemandirian. Pendidik yang mandiri akan menyeimbangkan kreatifitas dalam bidang pembelajaran agar lebih menarik hal ini menjadi pendorong meningkatnya kualitas pendidikan. Pengembangan profesi pendidik saat ini memiliki payung hukum yang kuat seperti UU No. 14 Tahun 2005 tentang Guru dan Dosen, namun dalam pelaksanaannya payung hukum ini tidak menjamin untuk berkembangnya profesi pendidik secara individu, sebab dalam kontek individu justru kemampuan untuk mengembangkan diri secara peribadi menjadi hal ini menjadi hal utama yang dapat memperkuat profesi pendidik. Pengembangan diri secara persoal sangat penting guna mengembangkan profesinya sebagai pendidik berkualitas.]]>
<![CDATA[Quality Islamic Boarding School Model: Linking the Principles of Teacher Professionalism and Organizational Management ]]>
<![CDATA[Syarifah Rahmah]]>;
<![CDATA[Muhammad Anggung Manumanoso Prasetyo]]>
<![CDATA[ Al-Hayat: Journal of Islamic Education Vol 6 No 2 (2022): Al-Hayat: Journal of Islamic Education ]]>
Publisher : <![CDATA[Al-Hayat Al-Istiqomah Foundation collab with Letiges ]]>
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DOI: 10.35723/ajie.v6i2.249
<![CDATA[Contradictory professional and managerial principles such as quality monitoring and evaluation are integrated to shape contemporary professional action. This study aims to determine the directions of teacher professionalism and organizational management as a quality control model in Islamic boarding schools/dayah in Southeast Aceh district. This type of qualitative research with descriptive survey techniques. Primary data sources were obtained from informants and survey results, while preliminary data was obtained from various expert studies in the form of journals, books and other encyclopedias as support. Data analysis using an interactive model. The research data was then transcribed, and a data reduction process was carried out, which consisted of coding, choosing keywords, and categorization. The research results provide a model of professionalism as an aspect of change and 'organizing professionalism' as a new model. The Islamic boarding school teacher professionalism model leads to three parts: The formation of (1) Satisfaction Value of Quality Commitment; (2) Moral Commitment Trust Value, and (3) Performance Value for Continuous Change. The social implications expected through this research are a model of building organizational values in shaping teacher professionalism as an evaluative means of sustainable quality.]]>
<![CDATA[Pendidikan Politik bagi Perempuan ]]>
<![CDATA[Syarifah Rahmah]]>
<![CDATA[ Saree : Research in Gender Studies Vol. 3 No. 1 (2021): Saree : Research in Gender Studies ]]>
Publisher : <![CDATA[Pusat Studi Gender dan Anak - PSGA (Center for Gender and Child Studies) Institut Agama Islam Negeri Lhokseumawe, Aceh ]]>
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DOI: 10.47766/saree.v3i1.633
<![CDATA[Women who are represented in the Regency/City DPRD have not yet reached the 30% quota as mandated by the law. The number of women's representation proves that the mandate of the law has not been carried out as it should. The aspirations of women in their political activities are still not respected, there are still many policies that are made that are still biased, women are considered not capable of entering the political sphere, men who should be included in the political arena are men. Many political parties in Indonesia have not accommodated women's rights, especially providing political education to women. Whereas the mandate of the law requires every political party, both national political parties and local parties in several provinces in Indonesia. However, the next obstacle that arises is the understanding of culture that is difficult to overhaul in the social order, some people still hold the principle of patriarchy in which the subordination of men is more dominant than women, so that the capacity of women who want to exist in the political field is hindered. Weaknesses and responsibilities of women in the family sphere are used as reasons to marginalize women's political rights. The biggest homework for the Indonesian people is to raise awareness to the people who are still bound by the cultural system that men and women have the same qualities to assume positions as leaders.]]>
<![CDATA[Empowerment of Community Broad-Base Education Center for Arabic-Jawi Study at Deah Nurul Yaqin ]]>
<![CDATA[*Nuriman Abdullah]]>;
<![CDATA[Syarifah Rahmah]]>
<![CDATA[ Riwayat: Educational Journal of History and Humanities Vol 5, No 2 (2022): Agustus 2022, History, Learning Strategy, Economic History and Social Knowledge ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jr.v5i2.27132
<![CDATA[Broad-based reinforcement community education in the process of managing Arabic-Jawi recitation institutions through mapping problems encountered on deah Nurul Yaqin, Darul Ihsan District, East Aceh Regency. The development of the study center aims to strengthen managerial and administrative governance in the Islamic religious learning process. Participatory action research (PAR) has been used to deal with related issues. The mentoring program has added to both managerial and administrative governance measurable and structured. Assistance and strengthening of administrative and managerial governance have had an impact increase the capacity of Arabic-Jawi learning. Another positive impact of mentoring has increased managerial ability, learning process for teachers, and administrative management making hall Arabic-Jawi recitation competitive in system learning, managerial and governance administration.]]>
<![CDATA[CHARACTER EDUCATION IN ISLAMIC EDUCATION INSTITUTIONS: A Study on the Impact of Lecturer Competence at IAIN Lhokseumawe ]]>
<![CDATA[Rahmah, Syarifah]]>;
<![CDATA[Fadhli, Muhammad]]>
<![CDATA[ MIQOT: Jurnal Ilmu-ilmu Keislaman Vol 45, No 1 (2021) ]]>
Publisher : <![CDATA[State Islamic University North Sumatra ]]>
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DOI: 10.30821/miqot.v45i1.771
<![CDATA[Abstract: This study aims to determine the effect of lecturer competence on the character of students at IAIN Lhokseumawe. The research method used is quantitative with a path analysis model. The research subjects were students of IAIN Lhokseumawe. With a total sample of 351 people. Sampling was done using the proportional random sampling technique. Based on the research findings, professional competence has the strongest and most significant impact on character development followed by pedagogical, social, and personality competencies. This finding implies that higher education institutions need to develop lecturers' competencies, especially professional competencies to realize better character education among universities.Keywords: pedagogical, professional, personality, social, Islamic student character]]>
<![CDATA[Peran Orang Tua Dalam Mengenalkan Huruf Hijaiyah Pada Anak Usia Dini Di Gampong Meunasah Dayah Kecamatan Muara Satu Kota Lhokseumawe ]]>
<![CDATA[Syarifah Rahmah]]>
<![CDATA[ EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 1 (2023): Edukasia: Jurnal Pendidikan dan Pembelajaran ]]>
Publisher : <![CDATA[LP. Ma'arif Janggan Magetan ]]>
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DOI: 10.62775/edukasia.v4i1.254
<![CDATA[This research was conducted to examine the Role of Parents in Introducing Hijaiyah Letters to Early Childhood, the method used was qualitative research with observation, interview and documentation techniques. The results of the study are that in introducing hijaiyah letters to early childhood in Gampong Meunasah Dayah, parents play the role of: 1) The teacher is in charge of introducing hijaiyah letters to children, guiding children to read hijaiyah letters, getting used to and training children to read Juz-Amma (hijaiyah letters ). 2) Parents act as motivators whose job is to motivate children, while the way parents motivate children to want to read hijaiyah letters is by giving advice, giving affection, taking children to TPA and also giving gifts to children if the children are diligent read Juz-Amma. 3) Parents as supervisors who always follow the development of children's achievements and supervise children both at home, school or at TPA.]]>
