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Progressa: Journal of Islamic Religious Instruction
Published by STIT Raden Wijaya Mojokerto
ISSN : 25799665     EISSN : 25799673     DOI : https://doi.org/10.32616/pgr
Core Subject : Religion, Education, Social,
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other
Progressa, a periodic scientific publication since 2017 published 2 (two) times a year using a peer-reviewed system in article selection. Scientific work on research results, surveys, and literature review closely related to the field of Islamic religious education viewed from various perspectives: Development of Education, Educational Psychology, Education, Sociology of Education, Religion, interreligious relations (Pluralism) or comparative studies of Islamic Education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 13 Documents
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Search results for , issue "Vol. 2 No. 2 (2018): Agustus" : 13 Documents clear
Model Adopsi Daptasi Kurikulum 2013 dan Cambridge University bagi Madrasah Isno
PROGRESSA: Journal of Islamic Religious Instruction Vol. 2 No. 2 (2018): Agustus
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (573.883 KB) | DOI: 10.32616/pgr.v2.2.156.17-26

Abstract

Cambridge International Examination is a unit at Cambridge University that provides an international curriculum to be adopted in all countries. In accordance with Minister of National Education Regulation (Permendiknas) No. 22/2006, and No.23 / 2006, that schools are given the freedom to develop their education curriculum. The objectives of this study are: 1) Describe the implementation of the 2013 curriculum model and Cambridge University. 2) Describe how to adopt and adapt the 2013 curriculum and Cambridge University. 3) Describe supporting and inhibiting factors Implementation of the 2013 curriculum adaptive adoption model and Cambridge University. This study uses a qualitative approach with a phenomenological study design. Regarding the presence of researchers in qualitative research, researchers acted as the main instrument. To prove that the data in this study can be accounted for, then the technique used is triangulation, which is checking the validity of data by comparing data obtained from one source with the same data from other sources in different times and places. The results of this study concluded: 1) the 2013 curriculum adaptive adoption model and Cambridge University did not leave the Core curriculum and the main points of learning material used from the Ministry of Education and Culture (Kemendikbud) and the Ministry of Religion (Kemenag). 2) Adaptation carried out is the adjustment of certain elements that already exist in the National Education Standards by referring to the Education standards at Cambridge University, or SI / SKL following Islamic education institutions that use SI / SKL from OECD member countries. Adoption of the curriculum is to improve certain elements with other curricula that have certain special qualities or Adoption used is done after going through a mapping process between SI / SKL and SI / SKL by improving KKM and teacher quality. 3) Factors supporting adaptive adoption of 2013 curricula and Cambridge University: 1) extra principal's physical and mental performance, 2) vertical and horizontal coordination of school principals, and 3) innovative thinking of school principals 4) school committees in this case fully support school policy 5) the attitude of the people who have received socialization or at least know that they are very trusting and supportive. 6) the enthusiasm and dedication of teachers who are constantly upgrading themselves and further studies. 7) Learning facilities that meet the requirements 8) availability of funds. The inhibiting factors are: 1) Too idealistic principals so that the ranks are less able to catch up, 2) the headmaster is too careful to make adaptive adoption of the 2013 curriculum and Cambridge University not yet fully implemented, 3) school committees still lack understanding of the 2013 curriculum adaptive system Cambridge University, 4) people who did not know about this implementation, they ridiculed and sanctioned specifically with HR readiness. 5) the distribution of increasing teacher understanding is not balanced
Pengaruh Pelatihan dan Supervisi terhadap Prestasi Kerja Dimediasi Variabel Etos Kerja Guru pada SMP Negeri Gondang 2 Mojokerto Anwar Sholihin
PROGRESSA: Journal of Islamic Religious Instruction Vol. 2 No. 2 (2018): Agustus
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (846.897 KB) | DOI: 10.32616/pgr.v2.2.129.9-16

Abstract

Kepala sekolah perlu mendorong para gurunya agar mempunyai prestasi kerja yang tinggi dengan harapan memperoleh banyak keuntungan bagi sekolah, namun tidak membuat guru merasa dirugikan. Kondisi ini sangat dipengaruhi oleh peran seorang pemimpin dalam organisasi, supervisi dan pengembangan guru. Tujuan dari penelitian ini adalah : 1) Untuk mengetahui dan menganalisis pengaruh pelatihan terhadap etos kerja guru. 2) Untuk mengetahui dan menganalisis pengaruh Supervisi terhadap etos kerja guru. 3) Untuk mengetahui dan menganalisis pelatihan terhadap prestasi kerja. 4) Untuk mengetahui dan menganalisis pengaruh Supervisi terhadap prestasi kerja. 5) Untuk mengetahui dan menganalisis pengaruh etos kerja guru terhadap prestasi kerja. 6) Untuk mengetahui dan menganalisis pelatihan terhadap prestasi kerja dimediasi variabel etos kerja guru. 7) Untuk mengetahui dan menganalisis pengaruh Supervisi terhadap prestasi kerja dimediasi variabel etos kerja guru. Berdasarkan pada pertimbangan waktu, tenaga, dan dana, serta ruang lingkup permasalahan dan banyaknya jumlah subjek dalam populasi yang jumlahnya 336 orang, maka penelitian ini menggunakan rumus slovin dengan signifikasi (p) (0,1) sehingg ditentikan sampel sehumlah 79 orang. Dimana seluruh anggota populasi dijadikan sampel, alat analisis data menggunakan software SmartPLS versi 3.3.7. Dari hasil penelitian dapat disimpulkan sebagai berikut: 1) Pelatihan berpengaruh signifikan terhadap Etos kerja guru 2) Supervisi tidak berpengaruh terhadap Etos kerja guru 3) Pelatihan tidak berpengaruh terhadap Prestasi kerja 4) Supervisi berpengaruh signifikan terhadap Prestasi kerja 5) Etos kerja guru tidak berpengaruh terhadap Prestasi kerja 6) Pelatihan berpengaruh secara tidak langsung terhadap Prestasi kerja melalui Etos kerja guru 7) Supervisi berpengaruh secara tidak langsung terhadap Prestasi kerja melalui Etos kerja guru
Historia Dilemma Pendidikan Islam: Mengutamakan Kesalehan dan Moral atau Prestasi Akademik atau Integrasi Keduanya dalam Pembelajaran yang Berpusat pada Siswa Syu'aib Nawawi
PROGRESSA: Journal of Islamic Religious Instruction Vol. 2 No. 2 (2018): Agustus
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (858.272 KB) | DOI: 10.32616/pgr.v2.2.159.1-8

Abstract

The purpose of this article is to examine historically the dilemma of Islamic Education in practice prioritizing piety and morals or academic achievement or the integration of both and whether student-centered learning comes from the concept of Islam. The results of the discussion concluded that the progress and decline of Islamic education along with political and other developments in each era of large-scale gradations began the attack of the orientalist era of Al Ghozali, external invasion had attacked the heart of Islam which began from the continuous 11th and 12th crusades and Mongol invasion during the 13th century, and afterwards, Islamic education underwent several transformations in its main characteristics even though it was slowed down by the issue of taqlid. The point is the combination of the deadly taqlid invasion and foreign attacks significantly dims the prominence of Islam in the artistic and scientific world. Between the emergence of the appearance of Islamic thinkers and their relationship with the rulers of their time, differences must be made between Madrasahs and Maktab because both are related to Islamic education. Islam regards science as another form of worship and that humans must be close to Allah. Science studies are expected to strengthen faith: "Muslim educators unanimously agree that the purpose of education is not to cram students' minds with facts alone, but more important is to prepare them for a pure and sincere life". In the Muslim world, regardless of differences in religious doctrine, the curriculum is ideally the same, regardless of the composition of race, language or school. The curriculum in the Maktab is centered on the Quran. Student piety and moral behavior are considered as important as student academic achievement in Islam. The consensus of Islamic education holds the idea that a teacher must persuade students to be brighter than dictate or force - the teacher assures students of the truth. Along with instilling students with his knowledge he must be an example of a model of behavior, because washing, cheating and corruption are not considered as professions in Islam. A teacher must be an example of the religious values ??expected by students. This opens the way for developing Students' intelligence and personality in the right direction. From this study, it has historically proven that Islamic education is student-centered education

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