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Kepemimpinan Digital Menghadapi Persaingan Global Di Perguruan Tinggi Anwar, Sholihul
JURNAL PEDAGOGY Vol. 16 No. 1 (2023): Volume 16 Nomor 1 Tahun 2023
Publisher : Sekolah Tinggi Agama Islam Muhammamdiyah Blora

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63889/pedagogy.v16i1.151

A leader is a person in a group who has a combination of personality and leadership skills that make others want to follow his direction. There are 5 leadership styles according to the leadership grid, namely the middle style, mid, relaxed and work. In the era of fast-paced scientific and technological progress and the digital era, today's leaders must also be able to compete in creating digitally literate leadership. By transforming employees digitally and digital tools (tools) become one of the effective strategies to stay quality and superior. In reality, there is still educational leadership in universities that have not implemented digital leadership as a form of transformation from faster technological developments. Facts show that not a few universities are climbing and then collapse instantly. Conversely, not a few universities continue tomaintain an increasing trend of performance. This phenomenon is closely related to the influence of globalization. Transformative leaders are able to see challenges into opportunities so that technological advances can be opportunities in implementing digital leadership. There are seven characteristics of digital leadership: responsibility, results, information distribution, purpose and judgment, error and conflict, change, and innovation. Therefore, facing global competition, there are several challenges that are faced in carrying out educational leadership, namely mastery of digital technology, creating new innovations, improving HR qualifications, certification programs, increasing competencies and career development. Keywords: Digital Leadership; Global Competition, Higher Education

Tinjauan Konsep Prulalis Dan Multikulutral Dalam Pendidikan Agama Islam Anwar, Sholihul; Sukisno, Sukisno
JURNAL PEDAGOGY Vol. 17 No. 1 (2024): Volume 17 Nomor 1 Tahun 2024
Publisher : Sekolah Tinggi Agama Islam Muhammamdiyah Blora

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63889/pedagogy.v17i1.287

Penelitian ini bertujuan untuk meninjau konsep prulalis dan multikulturalisme dalam konteks pendidikan agama Islam. pendekatan kualitatif dengan metode studi literatur (library research) untuk meninjau konsep pluralisme dan multikulturalisme dalam pendidikan agama Islam. Studi literatur ini melibatkan pengumpulan dan analisis data dari berbagai sumber tertulis yang relevan, termasuk buku, artikel ilmiah, jurnal, dan dokumen lain yang berkaitan dengan topik penelitian. Hasil dari literatur review menghasilkan temuan terkait konsep pluralis dan multikultural dalam Pendidikan Islam meliputi guru,materi, metode, strategi, media dan evaluasi dalam pembelajaran Pendidikan Agama Islam (PAI).

Development Of Islamic Personality In The Digital Era With A Monotheism-Based Character Education Model Anwar, Sholihul; Rosyidah, Siti; Sukisno, Sukisno
JURNAL PEDAGOGY Vol. 17 No. 2 (2024): Volume 17 Nomor 2 Tahun 2024
Publisher : Sekolah Tinggi Agama Islam Muhammamdiyah Blora

Show Abstract | Download Original | Original Source | Check in Google Scholar

Children's character education in the modern era faces increasingly complex challenges, especially with the development of technology and changes in social values. Many current approaches to character education tend to be secular and lack attention to the spiritual values that are essential in shaping a child's personality. The monotheistic paradigm, which emphasizes the oneness of Allah as the foundation of life, has the potential to fill this void by offering a holistic approach to building a strong character and integrity. Although many studies have discussed character education, there is still a lack of research that specifically integrates the monotheistic paradigm into children's character education curriculum, especially in modern contexts influenced by technology and rapid social change. This problem is the focus of research to identify how monotheistic values can be applied practically in character education. This study uses a qualitative method with a literature review approach. Data were collected through in-depth interviews with educators, parents, and students, as well as field observations at educational institutions that integrate Islamic values in learning. Data analysis was carried out thematically to identify the most effective elements of monotheism in shaping children's personalities. This study found that the development of a monotheism-based child's personality can increase integrity, empathy, honesty, and a sense of responsibility. This paradigmatic personality balances the aspects of faith and social responsibility so that individuals who prioritize justice, trust, and devotion to Allah, become rahmatan lil 'alamin with the role of caliph and servant of Allah. The development of a monotheism-based personality is implemented through 1) habituation of moral character, 2) understanding of human nature as 'Abd Allah, 3) strengthening the attitude of tawakal and effort and 4) implementation of the values of justice and equality in educating children. The challenges of the implementation of Tawhid in the Modern Era include the influence of technology and social media, which have the potential to distance children from the values of monotheism and the influence of the social environment, especially in an environment that does not support religious values

Navigating Changes In The Digital Learning Environment For Islamic Education Leadership Anwar, Sholihul; Setiawan, Rahmat; Sukisno, Sukisno; E-sor, Abdulrohim
JURNAL PEDAGOGY Vol. 18 No. 1 (2025): Volume 18 Nomor 1 Tahun 2025
Publisher : Sekolah Tinggi Agama Islam Muhammamdiyah Blora

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63889/pedagogy.v18i1.307

Digital transformation in the world of education has brought significant changes to the way we learn, teach, and lead in the school environment. The speed of technology adoption as well as the paradigm shift towards digital-based learning requires education leaders to adjust their strategies and approaches. In this context, educational leadership is not only required to be able to understand technology, but also needs to build an organizational culture that is adaptive, collaborative, and inclusive. This change poses new challenges in education governance that require serious attention from academics and education practitioners. While many studies have addressed the integration of technology in learning, there is still a research gap in understanding how education leaders navigate digital change strategically and holistically. Most studies tend to focus on teachers and students as users of technology, while the crucial role of education leaders in designing visions, policies, and digital learning climates is still underexplored. This is important considering that leadership that is responsive to digital changes greatly determines the success of innovation implementation in educational institutions. This study uses a descriptive approach with content analysis techniques to review various documents, scientific articles, educational policies, and reports on leadership practices in a digital learning environment. The data is systematically analyzed to identify leadership patterns, adaptation strategies, and challenges faced by education leaders in managing technology-based change. Through this approach, the research seeks to provide an in-depth understanding of leadership dynamics in the context of educational digitalization. The benefit of this research is that it makes a theoretical and practical contribution to the development of educational leadership models that are adaptive to digital change. The results of the research are expected to be a reference for policymakers, school principals, and academics in formulating leadership approaches that are more relevant to the demands of the times. Thus, the digital learning environment can be optimally utilized to improve the quality of education sustainably.

Metode Dan Strategi Pengembangan Moderasi Beragama Di Lembaga Pendidikan Anwar, Sholihul
JURNAL PEDAGOGY Vol. 15 No. 1 (2022): Volume 15 Nomor 1 Tahun 2022
Publisher : Sekolah Tinggi Agama Islam Muhammamdiyah Blora

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63889/pedagogy.v15i1.112

Islam adalah agama rahmatan lil "˜alamin, sehingga agama perlu dimenifestasikan untuk menjadi problem solver dalam mengatasi persoalanpersoalan bangsa. Salah satu persoalan bangsa adalah adanya pemikiran dan gerakan radikalisme yakni pemikiran dan perilaku yang lebih memberikan penekanan pada pemahaman keagamaan yang sifatnya keras dan ekstrim dan berdampak pada prilaku intolerensi agama. Oleh sebab itu perlu adanya moderasi beragama sebagai salah satu solusinya. Moderasi beragama adalah cara beragama yang santun dan toleran, tidak radikal yaitu konservatif tekstualis serta mengabaikan konteks dan tidak pula liberal yaitu terlalu mendewakan akal dan mengabaikan teks. Secara umum dapat diartikan bahwa moderasi beragama adalah cara pandang, sikap dan perilaku beragama yang menjauhi ekstreminitas, menjaga keseimbangan dan keadilan serta memilih jalan tengah. Lembaga pendidikan merupakan salah satau alat strataegis dan sangat tepat menjadi "laboratorium moderasi beragama". Sekolah sebagai institusi pendidikan dapat menumbuhkan pola pikir moderasi beragama dengan kondisi bahwa pandangan eksklusif dan tindakan ekstremisme kekerasan dalam jubah agama akan merusak sendi serta tenun kebangsaan yang majemuk. Ada tiga pintu utama cara bagaimana pemahaman radikal dan intoleransi melakukan penetrasi di lingkungan sekolah; pertama, kegiatan ekstrakurikuler. Kedua, peran guru dalam proses belajar mengajar. Ketiga, melalui kebijakan sekolah yang lemah dalam mengontrol masuknya radikalisme di sekolah. Metode pengembangan moderasi beragama dalam lembaga pendidikan ditempuh melalui 3 jalur melipouti pendidikan formal, non-formal dan in-formal. Pada pendidikan formal metode pembelajaran moderasi beragama pemerintah harus melibatkan lembaga pendidikan formal lainnya dalam memperkuat nilainilai kemanusiaan, nilai-nilai kerukunan beragama, dan moderasi beragama. Metode praktis implementasi pembelajaran moderasi beragama pada anak usia dini di TPA, PAUD, Madrasah diniyah, Pondok Pesantren di fokuskan pada tiga aspek yaitu: 1) Penguatan Aqidah; 2) Pendidikan Akhlak; dan 3) Pembinaan Nilai Toleransi. Ketiga fokus ini diimplementasikan melalui program pembelajaran, pembiasaan dan pemberian teladan. Pada pendidikan in-formal pendidikan moderasi beragama yang bisa dilakukan orang tua antara lain sering-sering orang tua mengajak dialog secara terbuka pada anak untuk membangun sikap moderat dalam paham keagamaan anak serta dalam beberapa kesempatan mengajak anak untuk bersosiala atau mengikuti kajian majlis taklim setempat untuk menumbuhkan sikap empati anak terhadap berbagai masalah sosial dan diajak berpikir memecahkan permasalahan sosial berbasih moderasi beragama. Pengkajian lebih dalam tentang bagaimana pembelajaran PAI agar mampu mengembangkan moderasi beragama dengan pendekatan yang multikultural dan efesien. Hal ini sejalan dengan penegasan Amin Abdullah bahwa kajian keislaman kontemporer memerlukan pendekatan integratif (multidisiplin, interdisiplin, dan transdisiplin) agar pemahaman dan penafsiran agama tidak terlepas kontak dengan realitas. Integrasi kurikulum dalam konsepsi yang paling sederhana adalah tentang membuat hubungan. Selanjutnya mereka menawarkan tiga kategori utama sebagai titik pangkal untuk memahami perbedaan pendekatan menuju integrasi yakni multidisiplin, interdisiplin, dan transdisiplin.

Implementation of Home Parenting Activities as an Effort to Prepare Early Childhood Growth and Development irchamni, Achmad; Anwar, Sholihul; Utami, Daya
Indonesian Journal of Early Childhood Education Studies Vol 12 No 2 (2023): November 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijeces.v12i2.71690

Parents have an essential role in caring for, educating, and meeting the needs of a child, especially in the aspect of growth and development. How parents educate is very important for the growth and development of early childhood. Education and upbringing at home must be harmonized with education at school so that children grow up to be intelligent, independent, and have character, growing into strong and rugged individuals. This research was motivated by a need for parental awareness of children's learning activities at school, inappropriate parenting patterns, and the importance of children's education. This research aims to determine children's development as a communication tool and the model for implementing learning programs in collaboration with parents in early childhood education, especially in Blora Regency. This research was conducted using a qualitative approach obtained through interviews, documentation data, and observation data regarding the implementation of home parenting programs or activities. This research shows that home parenting activities can be carried out through reporting on children's learning progress at school, knowledge of early detection of growth and development, parents' skills in creating work, and involvement of parents as resource persons. Parenting methods are usually carried out at school and sometimes only once a semester; for home parenting, this is done once a month. Implementing home parenting activities can make it easier for parents to provide parenting lessons and learn more about their children's activities.

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