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All Journal International Journal of Educational Research and Social Sciences (IJERSC)
Rohanah Hidayati, Titiek
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Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Managing Islamic Character Education Trough Institutional Isomorphism (Learning From Junior High School Of Progresif Bumi Shalawat, Sidoarjo Coupled - Institutional System) Rohanah Hidayati, Titiek
International Journal of Educational Research & Social Sciences Vol. 3 No. 2 (2022): April 2022
Publisher : CV. Inara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v3i2.342

Abstract

Until now, the huge discourse of character education is still on projector explaining of what character education is, where the sources of ethical productions came from, and how it implemented in the educational institution; in diverse and vast varies. Informal education, like what is regulated by the government, the sources of characters are studied and formulated based on character education conferences and experts or scholars' consensuses. In micro-institution, character education is delivered according to teacher experiences and knowledge. But, the distinct point is how character education is implemented inIslamic boarding school; beyond the formal and informal process of the Islamic education process, as formulated in Junior High School Progresif Bumi Shalawat Sidoarjo. This integrative school formulated the concept of character through the Prophet Muhammad's name; Musamih (tolerant), Umana’ (trustworthy), Harish (eager), Adib (noble), Mufakkir (thinker), Muhaqqiq (the inquirer), Ashil (Resolute), Duror (Pearls). So that, this article will explore how these finding terms of character are disseminated and transmitted, institutionally, to all students, and will be frame-analyzed by shifting of isomorphism theory of organization. In the end, this article will argue that character education can only be implemented effectively by isolated space which is attributed with Islamic boarding school based-values.
K.H. Abdurrahman Wahid’s (Gus Dur) Principle Ideology And Post-National Tragedy Multicultural Education Building: An Educational System Perspective Rohanah Hidayati, Titiek
International Journal of Educational Research & Social Sciences Vol. 4 No. 2 (2023): April 2023
Publisher : CV. Inara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v4i2.620

Abstract

This paper can be said to be an enrichment of the study of multicultural education which has been discussed for a long time in Indonesia, by presenting a new character who has never actually made multicultural education his idea of thought. Gus Dur’s existence is more of an ideology of multicultural thought. Because of that, this paper is more formed on the reconstructive process of Gus Dur’s thinking in general in terms of Islam, culture, and ideological discourse in Indonesia, which is contextualized in the world of education. Besides that, the implementation of this paper will also be designed through a system theory approach in the world of education. So that non-specific thoughts become more practical and can be used as a strategy for teachers in carrying out their learning in educational institutions. Finally, based on this research, the most important lesson from Gus Dur’s cultural thinking and ideological attitude, to build multiculturalism-based education in Indonesia, lies in Gus Dur’s strong principle that Bhinneka Tunggal Ika is a people’s identity that cannot be changed by any political power, Pancasila as the ideology that must be understood and lived by all levels of society in Indonesia, and adhere to the rules of the nation and state in Indonesia whether through integrative cultural and religious values that live in the Unitary State of the Republic of Indonesia and the substance content of the 1945 Constitution, that embraces all groups without discriminating against SARA.
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