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All Journal Jurnal Periodic Jurusan Kimia UNP Progresiva : Jurnal Pemikiran dan Pendidikan Islam JOURNAL OF INFORMATICS AND COMPUTER SCIENCE Communications in Science and Technology Edukasi Islami: Jurnal Pendidikan Islam KACANEGARA Jurnal Pengabdian pada Masyarakat DE'RECHTSSTAAT Jurnal Ilmu Kedokteran dan Kesehatan Jurnal Medika Malahayati JFM (Jurnal Farmasi Malahayati) Cendekia : Jurnal Pengabdian Masyarakat Best Journal (Biology Education, Sains and Technology) MAHESA : Malahayati Health Student Journal INPHARNMED Journal (Indonesian Pharmacy and Natural Medicine Journal) JUKESHUM: Jurnal Pengabdian Masyarakat FORTE JOURNAL SRIWIJAYA JOURNAL OF ENVIRONMENT Journal Evidence Of Law Jurnal Pengabdian Pada Masyarakat Journal of Pharmaceutical and Sciences. Karimah Tauhid Jurnal Pengabdian Sosial International Journal of Renewable Energy Development Journal of Applied Civil and Environmental Engineering (JACEE) Jurnal Bangunan Konstruksi Jurnal Pengabdian Masyarakat Konstruksi
Saddam Husein, Saddam
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Journal : Progresiva : Jurnal Pemikiran dan Pendidikan Islam

 1 
The Curriculum of Early Childhood Education: Indonesia and United Kingdom Husein, Saddam
Progresiva : Jurnal Pemikiran dan Pendidikan Islam Vol 9, No 1 (2020): Januari-Juni
Publisher : Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (545.286 KB) | DOI: 10.22219/progresiva.v9i1.12522

Abstract

This paper aims to investigate the curriculum of early childhood education in Indonesia and the United Kingdom (UK) and how they pertain to each other. Library research was conducted to gather information intended. The findings confirm that the curriculum of early childhood education in Indonesia applies curriculum 2013 which consists of aspect development of curriculum structure, and the learning process with a scientific approach. While the UK applies the curriculum according to the statutory Early Years Foundation Stage (EYFS) framework which recognizes the importance of play and a balance of adult-led and child-initiated activities. Moreover, there is a basic difference between these two curriculum aspects, which Indonesia includes the religious and moral values to the body of the curriculum, while the UK does not. However, both Indonesia and UK are closely similar which promotes a balance between the development of academic and literacy skills, socio-emotional development, and creative and physical development.
Enhancing the Development of Students’ Islamic Identity in Islamic Higher Education Husein, Saddam; Nik Abdullah, Nik Md. Saiful Azizi; Al-Hidabi, Dawood Abdulmalek Yahya
Progresiva : Jurnal Pemikiran dan Pendidikan Islam Vol. 11 No. 02 (2022): July-December
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/progresiva.v11i02.23094

Abstract

The present study explores the role of the Institute for Islamic Studies and Practice (LPPI), Universitas Muhammadiyah Yogyakarta (UMY) in developing the students' Islamic identity. The study employed a qualitative case study design to capture the real-life context of LPPI UMY in playing its role. Through purposive sampling, the head of LPPI was selected as an informant in the study, considering his role and experiences leading this institution for about ten years. A depth semi-structured interview was conducted for data collection. The data were analyzed through thematic analysis to emphasize pinpointing, examining, and recording patterns (or “themes”) from the verbatim transcribed data. The findings revealed that LPPI UMY, as an institution mandated by the university to manage and develop Al-Islam dan Kemuhammadiyahan (AIK) for the entire academic community in UMY, plays its role in developing the Students' Islamic identity through two significant programs: Learning and Guidance Programs. Learning programs are conducted as courses inside the faculty's curricula and consist of four courses, AIK 1, 2, 3, and AIK 4. On the other hand, Guidance programs are conducted as extracurricular and formulated in the form of the scheme of character building through some stages of Islamic activities, as well as supported by other programs such as Ramadhan activities.
Co-Authors Abdul Hamid Budiman Affan Silalahi, Ali Aini Khairunnisa, Nur Al-Hidabi, Dawood Abdulmalek Yahya Amanda Rahayu, Nurul Ananta, I Wayan Feri Ariska, Nadia ASWAN PANGONDIAN Athaillah Athaillah, Athaillah Aulia, Tasya Luthfia Aziz, Pratiwi Bachri, M. Febriansyah Baktiar, Baktiar Bambang Heru Susanto, Bambang Heru Chandra, Putra Chatarina Umbul Wahyuni Chindy Umaya Darwis, Mardis dhani, Ramdhani Nur Saputra Diana Putri Edi Nasra Elanda, Yurike Elfrida Ratnawati emelda, emelda Eniya Listiani Dewi Fachrozi, Muhammad Nirwan Fadilla, Syabil Salza FAHARUDIN, FAHARUDIN Fatmawati, Ni Komang ayu Feronica, Sagita Fuadah, Nurul Izmi Gani, Fadly Arirja Handayani, Rut Harahap, Armansyah Maulana Harmain, La Ode Muhammad Hasrianto, Hasrianto Hendratno, Indra Heriyanto, Abdul Roni Indrayani Dalimunnthe, Gabena Iskandar, Andi Cempana Sari Jumaeda, St. Khairiyyah, Fitriani Hasna Khairunnisa, Nur Aini Lestari, Indah Budi Lestari, Yovita Endah Maryam, Euis Ma’arif, Rizal Syamsul Monaya, Nova Muhaimin, La Ode Mujibullah, Mujibullah MULYADI Nik Abdullah, Nik Md. Saiful Azizi Nofita, Nofita Nugroho, Dian Prasetyo Nur Aini Khairunnisa Nur, Ariza Wahdania Nurkhalika, Rachmi Pradani, Aulia Farah Pratiwi, Dinda Ayu PS, Nurunnisa Purnamasari, Amrina Puspitahati - Putra, Muhammad Satria Mandala Putri Amalia Putri Handayani Qolyubi, Asep Thobibuddin Rambe, Robiatun Ratnawati Ratnawati Rizky, Erika Rumatiga, Hidayat Rustamadji, Ryan Rafi Samor, Vania Amanda Sari, Tara Rahma Septiawan, Azizah Nada Setiabudhi, Indrasurya Shafirah, Farah Dyah Siti Alida, Riska Slamet Slamet . Sonhaji, Anas Suaib, Sujarwadi Subroto, Inggrid Virzinia Sudiami, Sudiami Sukri, Zulhan Syabanti, Siti Sylvia Br. Ginting, Ovalina Tutik Tutik Ulfa, Ade Maria Ulfah Ulfah Wibawa, Muhammad Bayu Widiyanti, Iin Yumarni, Ani Zakaria, Aisyah Zulfadilah, Ahmad Zulfardi, Zulfardi