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<![CDATA[Nilai Pendidikan dalam Tradisi Mitoni: Studi Tradisi Perempuan Jawa Santri Mendidik Anak dalam Kandungan di Pati, Jawa Tengah ]]>
<![CDATA[Inayatul Ulya]]>
<![CDATA[ Edukasia Islamika Volume 3, Number 1 2018, Edukasia Islamika: Jurnal Pendidikan Islam ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Institut Agama Islam Negeri Pekalongan ]]>
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DOI: 10.28918/jei.v3i1.1682
<![CDATA[Mitoni is a Javanese tradition that performs special rituals. This tradition highlights a philosophical meaning for Javanese women, particularly educational values for a baby in the womb. Concerning its development, these values have shifted from its original meaning promoted by both native Javanese women and Javanese santri (students in Islamic boarding schools) women. This present study aims to explore educational values for the baby during Mitoni. A descriptive study of continuity was employed in this research. The findings reveal three characteristics of Javanese women’s perspectives on this tradition based on their subjects, namely: 1) formalistic-traditionalist Islamic view, 2) semi-formalistic-traditionalist Islamic view, and 3) pure Islamic view. Meanwhile, Mitoni, the Javanese tradition, proposes several educational values for the baby according to the Javanese santri women in Pati, Central Java. First, Mitoni provides the baby with the recognition basis of tauheed (oneness of Allah). Second, it enhances parents or prospective parents’ spirit when they educate the baby during pregnancy. Third, this tradition emerges as their effort to give good nutrition for the baby, especially in the seventh month-period of pregnancy. Lastly, Mitoni also demonstrates meaningful understanding for current young generations to preserve this cultural Javanese tradition so as to exist in the future]]>
<![CDATA[Model Pendidikan Karakter melalui Homestay di SDIT Cahaya Bangsa Semarang ]]>
<![CDATA[Fihris Fihris]]>
<![CDATA[ Edukasia Islamika Volume 3, Number 2 2018, Edukasia Islamika: Jurnal Pendidikan Islam ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Institut Agama Islam Negeri Pekalongan ]]>
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DOI: 10.28918/jei.v3i2.1684
<![CDATA[This present study aims to describe a school activity called ‘homestay’ that is carried out at SDIT Cahaya Bangsa Semarang, Central Java to shape the students’ character. This activity is originally inspired by “Jika Aku Menjadiâ€, a reality show program, broadcasted by an Indonesian private television station. Homestay manages the students to stay at a landlord house for several days and do all activities there such as farming, gardening, selling goods, and other domestic business for training them to be an independent individual. Homestay can be categorized as a character education performing self-habituation and conditioning. They represent extracurricular activities to be integrated into the school curriculum. The self-habituation and conditioning attempt to build the students’ character, including their personality, which is environmentally shaped through their life experiences during the Homestay program. In this school activity, the students are expected to stay for three days and experience what the landlord does. In 24-hour domestic activities, they are supposed to demonstrate togetherness and help each other. As a result, the students may adapt with their new condition that is completely different from what they experience in reality.]]>
<![CDATA[Promoting Wayang Kulit as a Media in Internalizing Islamic Values ]]>
<![CDATA[Ferdi Arifin]]>
<![CDATA[ Edukasia Islamika Volume 3, Number 2 2018, Edukasia Islamika: Jurnal Pendidikan Islam ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Institut Agama Islam Negeri Pekalongan ]]>
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DOI: 10.28918/jei.v3i2.1685
<![CDATA[Despite a wide array of research on wayang kulit (shadow puppets), scant attention has exposed the correlation between wayang kulit performances and learning media. As a local wisdom, wayang kulit promotes many benefits, especially in solving some educational issues in Indonesia, including students’ low motivation as well as their moral decadency. This present study aims to explore the use of wayang kulit as a media in internalizing Islamic values, especially the language used in its performance. A qualitative descriptive approach was employed in this research by using cognitive linguistic theory. The findings demonstrate that wayang kulit as intangible culture heritage of humanity leads today’s society to learn social life in the past to be applied in current condition, including the learning process of Islamic education. Another result reveals that language usage of wayang kulit provides us with the characters of Indonesian ancestors’ minds, motivation, honesty, loyalty, and good integrity. It indicates that this study offers that wayang kulit can play a role as one of learning media in fostering Islamic values]]>
<![CDATA[Konsep Pembelajaran PAI bagi Anak Berkebutuhan Khusus di Sekolah Inklusi: Studi Kasus di SD Semai Jepara ]]>
<![CDATA[Ana Rahmawati]]>
<![CDATA[ Edukasia Islamika Volume 3, Number 2 2018, Edukasia Islamika: Jurnal Pendidikan Islam ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Institut Agama Islam Negeri Pekalongan ]]>
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DOI: 10.28918/jei.v3i2.1686
<![CDATA[Education plays a very pivotal role for human beings in achieving social welfare, without any discrimination, including children with special needs. The existence of inclusive schools becomes a solution in fulfilling special needs children’s right to education. It is due to the fact that they can learn and socialize with physically and mentally healthy children in inclusive schools. This present study aims to explore the learning concept of Islamic education applied for teaching children with special needs at SD Semai Jepara, one of inclusive schools in Central Java-Indonesia. A qualitative descriptive approach was designed in this research. The findings promote that the implementation of Islamic education at SD Semai Jepara was similar to the one in regular schools. It indicates that the materials taught to the students were just the same. Nonetheless, the teaching methods used in delivering the materials were different. One of the teaching methods employed in teaching Islamic education for the special needs children was parody. Additionally, in certain materials, the children were divided into two learning groups, namely: large and small ones, to enhance the teaching and learning processes. This study also exposes that the teachers are supposed to be as creative as possible in creating appropriate learning atmosphere in teaching Islamic education since there are lots of students with the variety of backgrounds who possess special needs.]]>
<![CDATA[Problematika Pendidikan Islam di Indonesia: Eksplorasi Teori Motivasi Abraham Maslow dan David McClelland ]]>
<![CDATA[Nanang Hasan Susanto]]>;
<![CDATA[Cindy Lestari]]>
<![CDATA[ Edukasia Islamika Volume 3, Number 2 2018, Edukasia Islamika: Jurnal Pendidikan Islam ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Institut Agama Islam Negeri Pekalongan ]]>
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DOI: 10.28918/jei.v3i2.1687
<![CDATA[This paper aims to offer a comprehensive idea for one of the issues of Indonesia’s education, particularly in Islamic education. The issues deal with low student achievement as well as the phenomenon of teacher situated in a mechanistic curriculum, through motivation theories proposed by Abraham Maslow and David McClelland. A qualitative approach was designed in this library research. The study employed discourse analysis and cultural analysis as the methods of data analysis regarding the reality of Indonesia’s education. This study promotes the urgency of enhancing students’ motivation in experiencing Islamic education, either by fulfilling five basic needs as suggested in the Maslow’s theory or by fostering need for achievement (nAch) as portrayed in the McClelland’s theory, to explore the national education problems. This study depicts that motivation constitutes the main factor that significantly contributes to students’ achievement. It, likewise, denotes the students’ abilities in developing learning materials through their creativity and innovations in terms of their own potential, specifically for Islamic education]]>
<![CDATA[Pendekatan Bid’ah dan Ijtihad dalam Pembelajaran: Mengoptimalkan Kemampuan Berpikir Kreatif Peserta Didik ]]>
<![CDATA[Moh. Muslih]]>
<![CDATA[ Edukasia Islamika Volume 3, Number 2 2018, Edukasia Islamika: Jurnal Pendidikan Islam ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Institut Agama Islam Negeri Pekalongan ]]>
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DOI: 10.28918/jei.v3i2.1688
<![CDATA[This paper offers the concept of ‘creative education’ by employing an Islamic approach. In the Islamic perspective, creative education highlights two concepts, namely: “bid’ah†and “ijtihadâ€. The meaning of these two concepts leads to several debates. This present study, therefore, tries to describe both the concepts so as to develop students’ creative thinking skills in teaching and learning processes. This study promotes several endeavors that can be done by teachers to enhance the skills. Firstly, the teachers should be able to synergize their students’ potential in terms of “ruhâ€, “nafsâ€, “qalbâ€, and “aql†so that they emerge as individuals with the power of “mujtahidâ€. Secondly, they have to be capable of providing their students with an “ijtihadi†stimulus that may trigger the students’ critical thinking skills by stimulating them to address questions. Thirdly, the teachers are expected to provide their students with chances of having ijtihad to explore lots of received information and new knowledge and convey their ideas and thoughts in a public space. Another effort is that they are expected to be able to manage meaningful opportunities to their students in order to perform creative thinking. It illustrates that the students may deliver a wide array of perspectives for a certain issue discussed. Finally, the teachers demonstrate positive appreciation for all the students’ responses by regarding the principle that they attain two points for their appropriate response and one point for their inappropriate one dealing with the result of the students’ ijtihad]]>
<![CDATA[Islam Moderat di Pesantren: Sistem Pendidikan, Tantangan, dan Prospeknya ]]>
<![CDATA[Ajibah Quroti Aini]]>
<![CDATA[ Edukasia Islamika Volume 3, Number 2 2018, Edukasia Islamika: Jurnal Pendidikan Islam ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Institut Agama Islam Negeri Pekalongan ]]>
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DOI: 10.28918/jei.v3i2.1689
<![CDATA[This present study aims to expose values of moderate Islam in pesantren (Islamic boarding school). Pesantren constitutes a traditional Islamic educational institution that has grown and developed among Indonesia’s Muslim societies. The institution gives a very significant contribution to the development of Islamic education in particular as well as the implementation of national education system in general. A qualitative descriptive approach was designed in this library research. The findings promote that pesantren has implemented the traditional education system that obliges santri (pesantren students) to live in a boarding school setting. They learn Islamic studies under the supervision of kyai (pesantren teachers). This study also promotes that pesantren plays a pivotal role in fostering values of moderate Islam as one of the national challenges nowadays. The values highlight tolerance in understanding diversity to realize a peaceful life. The today’s condition showing the development of pesantren can be used as the prospect for Muslims to spread the concept of moderate Islam that leads us not to be easily provoked by hoaxes. It implies that values of moderate Islam need to be sustainably promoted in pesantren as an Islamic education institution.]]>
<![CDATA[Penyusunan Instrumen Analisis Pedagogical Content Knowledge Guru IPA Madrasah Tsanawiyah Terintegrasi Konten Islami ]]>
<![CDATA[Anggun Zuhaida]]>
<![CDATA[ Edukasia Islamika Volume 3, Number 2 2018, Edukasia Islamika: Jurnal Pendidikan Islam ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Institut Agama Islam Negeri Pekalongan ]]>
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DOI: 10.28918/jei.v3i2.1690
<![CDATA[An instrument for data collection needs to be analyzed before it is used in conducting research. The most pivotal characteristic of the instrument analysis exposes that researchers require to examine the validity and reliability. Pedagogical Content Knowledge (PCK) constitutes an academic construction that depicts an idea for stimulating individuals to learn. This present study aims to construct a PCK analysis-based research instrument for the natural science teachers of Islamic junior high schools, which is integrated with Islamic contents. A qualitative descriptive approach was employed in this study to explain the procedures for constructing the instrument. The procedures involved determining indicators, constructing a questionnaire as the research instrument, and measuring the validity, reliability, usability, and meaningfulness of the well-designed instrument. The research findings reveal that the development of the PCK analysis-based instrument dealt with three indicators, namely: knowledge of learners, knowledge of planning and designing, and knowledge of classroom instruction. Furthermore, the validity of the instrument demonstrated a positive result with minor revision, whereas the reliability with the Cronbach’s alpha coefficient showed that it was reliable. Meanwhile, considering the results of the usability and meaningfulness tests, it was attained that the PCK analysis-based instrument integrated with Islamic contents was commented at a very positive level.]]>
<![CDATA[Memaksimalkan Kembali Peran Kepala Sekolah sebagai Supervisor Pendidikan ]]>
<![CDATA[Muh. Hizbul Muflihin]]>
<![CDATA[ Edukasia Islamika Volume 3, Number 2 2018, Edukasia Islamika: Jurnal Pendidikan Islam ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Institut Agama Islam Negeri Pekalongan ]]>
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DOI: 10.28918/jei.v3i2.1691
<![CDATA[This study aims to explore the pivotal role of the school principal in escalating his/her capacity as a supervisor. Supervision constitutes one of the principal’s duties that needs to be carried out for the purpose of supervising, evaluating performance, guiding, and motivating teachers to be able to make improvements, maintain teaching quality, and organize a better learning process. A qualitative descriptive approach was employed in this library research. The findings demonstrate the roles that principals take to maximize their role as a supervisor. Firstly, the principals should be able to understand the nature of supervision. This indicates that this re-understanding aims to enhance the process of supervision and guidance to teachers so as to improve the quality of their performance and teaching processes. Secondly, principals should be able to adapt and adopt various approaches to the implementation of supervision. The application in the supervision approach can be noticed in the exchange of information between principals and teachers, including the quality of learning. Thirdly, school principals should be able to increase human resources. The improvement should be carried out systematically and continuously through professional development. This illustrates that the principals’ role as a supervisor is very essential to promote the professionalism of teachers and educational staff.]]>
<![CDATA[A Policy Analysis of Islamic Education Budget in Indonesia ]]>
<![CDATA[Choirul Mahfud]]>
<![CDATA[ Edukasia Islamika Volume 4, Number 1 2019, Edukasia Islamika: Jurnal Pendidikan Islam ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Institut Agama Islam Negeri Pekalongan ]]>
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DOI: 10.28918/jei.v4i1.2253
<![CDATA[Budget policies for Islamic education in contemporary Indonesia, especially in the post-New Order era, are still within the authority of the management of the Ministry of Religious Affairs (MORA) of the Republic of Indonesia. In terms of quantity, the amount of budget obtained is still in the low category compared to the national education budget received by the Ministry of Education and Culture and the Ministry of Research, Technology, and Higher Education. Moreover, the budget received by the MORA is not all for the implementation of Islamic educational institutions but also for other non-Islamic educational institutions which are the responsibility of the ministry. Therefore, this paper discusses the policies of the Islamic education budget in Indonesia and the impacts of these policies on the implementation and sustainability of the quality of Indonesia’s Islamic education. This paper exposes that Islamic education policies are always placed at a crossroads. In this context, the Islamic education budget policy is face to face and even contrasted with other policies. The problems with the political policies of the education budget, including those in the Islamic education budget policy in contemporary Indonesia, still need to be continuously monitored, evaluated, and implemented in relation to existing policies to optimize while providing better solutions and contributions.]]>
