Kelola: Journal of Islamic Education Management
is a journal that supports discussion and learning in Islamic education management. This journal, published twice in Kelola, accepts published from all management educators who are approved to reflect on their professional practice and to facilitate readers in exploring what or how to teach students to learn and manage effective management.
Articles
195 Documents
<![CDATA[PENDEKATAN MATEMATIS DALAM MENGIDENTIFIKASI RENDAHNYA PEMAHAMAN PESERTA DIDIK DALAM MANAJEMEN WAKTU ]]>
<![CDATA[nursupiamin nursupiamin]]>
<![CDATA[ Kelola: Journal of Islamic Education Management Vol 4, No 2 (2019): Kelola: Journal of Islamic Education Management ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Palopo ]]>
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DOI: 10.24256/kelola.v4i2.866
<![CDATA[Technology not only has a positive impact on its users, it also shows negative impacts that cannot be underestimated. One of the negative impacts is time management. Time management plays an important role in the learning success of students. Time management plays an important role in the learning success of students. In this study, the authors take a mathematical approach in identifying poor understanding of students about time management. The type of approach used is library research with the method of collecting data using documentation to be analyzed through content analysis techniques. The results of the study show that poor understanding of students in time management can be identified through mathematical approaches such as numerical methods, with stages: (1) Determination of design or research model; (2) Searching for primary data, i.e. the texts themselves; and (3) Search for contextual knowledge. This study begins with quantitative data analysis. Data obtained through time management questionnaires and learning outcomes tests. In descriptive statistical analysis obtained a description of the average score. While inferential statistical analysis is intended for hypothesis testing and regression testing. Next is the implementation of numerical methods in identifying poor understanding of students about time management. At the end of the results of the study conducted a qualitative analysis phase. The findings of different researchers are likely to be different because they can be influenced by the location or individual characteristics of students.]]>
<![CDATA[Pengaruh Inteligensi Intrapersonal Terhadap Hasil Belajar Matematika Siswa ]]>
<![CDATA[Nilam Permatasari Munir]]>
<![CDATA[ Kelola: Journal of Islamic Education Management Vol 2, No 1 (2017): Kelola: Journal of Islamic Education Management ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Palopo ]]>
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DOI: 10.24256/kelola.v2i1.446
<![CDATA[The study aims to analyze the descriprition of intrapersonal intelligence toward learning result of mathematics. The study is an ex-post facto which casuality. The populations of the study were 520 grade XI IPA students of SMAN in Parepare of academic years 2013/2014 with as many as 221 samples. Technique used in selecting the samples was proporsional random sampling. The instrument used for the study were (1) scale of intrapersonal intelligence, (2) test of mathematics learning outcomes. The results of the study indicate that (1) intrapersonal intelligence directly give positif influence toward cognitive learning result of Mathematics (5) intrapersonal intelligence directly give positif influence toward affective learning result of Mathematics.]]>
<![CDATA[Manajemen dan Organisasi dalam Pandangan Islam ]]>
<![CDATA[Hendra Safri]]>
<![CDATA[ Kelola: Journal of Islamic Education Management Vol 2, No 2 (2017): Kelola: Journal of Islamic Education Management ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Palopo ]]>
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DOI: 10.24256/kelola.v2i2.437
<![CDATA[Dalam kehidupan masyarakat modern seperti saat ini berbagai jenis kegiatan dilakukan untuk memenuhi kebutuhan hidup baik secara individu maupun berkelompok, dalam dunia bisnis setiap kegiatan memiliki orientasi dalam hal pengembangan yang nantinya akan menghasilkan output sesuai dengan rencana awal yang telah ditetapkan namun hal ini dapat tercapai apabila dibarengi dengan pengelolaan dan sumber daya manusia yang memadai, pengelolaan yang dimaksud dalam hal ini dimulai dari Perencanaan, Pengorganisasian, Pengaplikasian, dan Pengawasan. Di dalam ajaran Islam manusia senantiasa diharapkan agar mencari rezeki dengan cara yang Halal dan menjauhi Riba, selain itu setiap aktivitas yang dilakukan secara berkelompok harus di dasari dengan kebaikan dan tim yang solid, hal ini diumpamakan seperti bangunan yang kokoh yang menopang satu sama lain demi kesejahteraan bersama.]]>
<![CDATA[TANTANGAN PEMBELAJARAN DARING DI INDONESIA ]]>
<![CDATA[Evi Surahman]]>;
<![CDATA[Rustan Santaria]]>;
<![CDATA[Edi Indra Setiawan]]>
<![CDATA[ Kelola: Journal of Islamic Education Management Vol 5, No 2 (2020): Kelola: Journal of Islamic Education Management ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Palopo ]]>
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DOI: 10.24256/kelola.v5i2.1397
<![CDATA[This article contains the challenges faced by the Indonesian education world in the implementation of online learning. The method used is literature study by collecting various sources that discuss the challenges of online learning in Indonesia. The literature search results show that there are two main challenges to online learning in Indonesia, namely the quality of teachers and infrastructure. Teacher quality is related to the ability of teachers to use information technology in the learning process which is considered to be very low, influenced by age and laptop ownership. Facilities and infrastructure include internet networks that have not yet reached rural areas, unstable internet networks, and costs to buy internet quotas.]]>
<![CDATA[Pendekatan Manajemen Peserta Didik ]]>
<![CDATA[Taqwa Taqwa]]>
<![CDATA[ Kelola: Journal of Islamic Education Management Vol 1, No 1 (2016): Kelola: Journal of Islamic Education Management ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Palopo ]]>
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DOI: 10.24256/kelola.v1i1.428
<![CDATA[Manajemen peserta didik dapat diartikan sebagai usaha pengaturan terhadap peserta didik mulai dari peserta didik tersebut masuk sekolah sampai dengan mereka lulus sekolah. Ada dua pendekatan yang digunakan dalam manajemen peserta didik. Pertama, pendekatan kuantitatif (the quantitative approach). Pendekatan ini lebih menitik beratkan pada segi-segi administratif dan birokratik lembaga pendidikan. Dalam pendekatan demikian, peserta didik diharapkan banyak memenuhi tuntutan-tuntutan dan harapan-harapan lembaga pendidikan di tempat peserta didik tersebut berada. Asumsi pendekatan ini adalah, bahwa peserta didik akan dapat matang dan mencapai keinginannya, manakala dapat memenuhi aturan-aturan, tugas-tugas, dan harapan-harapan yang diminta oleh lembaga pendidikannya. Wujud pendekatan ini dalam manajemen peserta didik secara operasional adalah: mengharuskan kehadiran secara mutlak bagi peserta didik di sekolah, memperketat presensi, penuntutan disiplin yang tinggi, menyelesaikan tugas-tugas yang diberikan kepadanya. Pendekatan demikian, memang teraksentuasi pada upaya agar peserta didik menjadi mampu. Kedua, pendekatan kualitatif (the qualitative approach). Pendekatan ini lebih memberikan perhatian kepada kesejahteraan peserta didik. Jika pendekatan kuantitatif di atas diarahkan agar peserta didik mampu, maka pendekatan kualitatif ini lebih diarahkan agar peserta didik senang. Asumsi dari pendekatan ini adalah, jika peserta didik senang dan sejahtera, maka mereka dapat belajar dengan baik serta senang juga untuk mengembangkan diri mereka sendiri di lembaga pendidikan seperti sekolah. Pendekatan ini juga menekankan perlunya penyediaan iklim yang kondusif dan menyenangkan bagi pengembangan diri secara optimal.]]>
<![CDATA[PENGEMBANGAN KREATIVITAS GURU PENDIDIKAN AGAMA ISLAM MELALUI SUPERVISI AKADEMIK ]]>
<![CDATA[Hilal Mahmud]]>;
<![CDATA[St Muzdalifah]]>
<![CDATA[ Kelola: Journal of Islamic Education Management Vol 4, No 2 (2019): Kelola: Journal of Islamic Education Management ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Palopo ]]>
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DOI: 10.24256/kelola.v4i2.872
<![CDATA[This study aims to identify the role of supervisors and the teacher creativity of Islamic Education in the learning process at SMP Negeri 4 Masamba. This type of research is qualitative using interviews, observation, and study documentation in collecting data. The results showed that there were a number of roles carried out by the supervisors of Islamic Education at SMP Negeri 4 Masamba in developing teacher creativity, including: teacher and/ or school principal guidance (directing), monitoring the implementation of National Education Standards, evaluating teacher and principal performance, evaluating the results of the implementation of supervision programs at target schools, professional guidance and training programs for teachers and principals. Teacher creativity is shown in the planning and implementation of learning activities, as well as evaluating student learning outcomes.]]>
<![CDATA[Program Praktik Pengalaman Lapangan dan Hubungannya dengan Kompetensi Mahasiswa Prodi Manajemen Pendidikan Islam FTIK UIN Alauddin Makassar ]]>
<![CDATA[Ali Nahruddin Tanal]]>;
<![CDATA[Muhammad Yahya]]>;
<![CDATA[Kamsinah Kamsinah]]>
<![CDATA[ Kelola: Journal of Islamic Education Management Vol 4, No 1 (2019): Kelola: Journal of Islamic Education Management ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Palopo ]]>
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DOI: 10.24256/kelola.v4i1.786
<![CDATA[This study aims to determine the internship program called PPL implemented by student of Islamic Educational Management Program at UIN Alauddin Makassar, and the relationship between the internship program and the competencies of students involved. This research is classified as field research using quantitative methods. Data were collected using a questionnaire, and analyzed using quantitative descriptive analysis techniques. The product-moment formula is used to test the relationship between the two variables. The results of the data analysis show that the relationship between the intership program and student competency is in a low category, or there is no relationship between the two. Therefore, it was concluded that the field experience program was not relevant to be applied for student of Islamic Educational Management Program who were not in accordance with the competencies of the students.]]>
<![CDATA[Model Pembelajaran Kooperatif Tipe Inside-Outside Circle Dalam Pembelajaran Matematika ]]>
<![CDATA[Nur Rahmah]]>;
<![CDATA[Rafika Rafika]]>
<![CDATA[ Kelola: Journal of Islamic Education Management Vol 2, No 1 (2017): Kelola: Journal of Islamic Education Management ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Palopo ]]>
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DOI: 10.24256/kelola.v2i1.442
<![CDATA[Penelitian ini bertujuan: mengetahui hasil belajar matematika siswa yang diajar dengan menggunakan model pembelajaran kooperatif tipe inside-outside circle (ioc) dan mengetahui hasil belajar matematika siswa yang tidak diajar dengan menggunakan model pembelajaran kooperatif tipe inside outside circle (ioc). Selain itu, mengetahui apakah terdapat perbedaan hasil belajar matematika pada siswa yang diberi perlakuan menggunakan model pembelajaran kooperatif tipe inside-outside circle (ioc) dan siswa yang tidak diberi perlakuan. Jenis penelitian ini adalah kuantitatif eksperimen tipe true experimental design dengan desain penelitian pretest-posttest control group design. Populasi dalam penelitian ini adalah siswa kelas VII SMP Negeri 7 Palopo yang terdiri atas 6 (enam) kelas dengan jumlah siswa 217. Pengambilan sampel, yakni dengan cara cluster random sampling. Berdasarkan analisis deskriptif diperoleh nilai rata-rata hasil belajar (post-test) untuk kelas kontrol 77,14, sedangkan nilai rata-rata hasil belajar (post-test) untuk kelas eksperimen 81,49. Hasil analisis statistik inferensial uji z dengan taraf signifikan 5%, diperoleh nilai = 2,218 dan = 1,645 sehingga (3,59 > 1,645) maka diterima. Artinya terdapat perbedaan hasil belajar matematika pada siswa yang diberi perlakuan dengan menggunakan model pembelajaran kooperatif tipe inside-outside circle (ioc) dan siswa yang tidak diberi perlakuan.]]>
<![CDATA[MODEL PENGELOLAAN PRAKTIK PENGALAMAN LAPANGAN PADA MASA PANDEMI ]]>
<![CDATA[Ramdanil Mubarok]]>
<![CDATA[ Kelola: Journal of Islamic Education Management Vol 5, No 2 (2020): Kelola: Journal of Islamic Education Management ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Palopo ]]>
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DOI: 10.24256/kelola.v5i2.1600
<![CDATA[Field experience practice is one of the curricular activities carried out by students, and is a compulsory course for every student of the PAI study program, which includes teaching exercises and non-teaching assignments in a guided and integrated manner. but, due to the covid-19 pandemic, field experience implementation is different from usual, therefore what is the model for managing the field experience of the PAI study program during the pandemic?. This study aims to determine the management model of field experience in the PAI study program during the pandemic with the hope that it can be a reference for continuing to practice field experience even during the pandemic period. The research method used is qualitative research methods. The result is that the management model of field experience in the PAI study program during the pandemic cannot be separated from the management function, namely planning, organizing, implementing, and monitoring. In practice, it is not much different from the implementation of field experience practice (PPL) in general, except in the location of the implementation so that there is no involvement of civil servant teachers in teaching practice.]]>
<![CDATA[Pengembangan Sumber Daya Manusia Dalam Pembangunan ]]>
<![CDATA[Hendra Safri]]>
<![CDATA[ Kelola: Journal of Islamic Education Management Vol 1, No 1 (2016): Kelola: Journal of Islamic Education Management ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Palopo ]]>
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DOI: 10.24256/kelola.v1i1.433
<![CDATA[Pengembangan adalah setiap usaha untuk memperbaiki pekerjaan yang sekarang maupun yang akan datang, dengan memberikan informasi, mempengaruhi sikap atau menambah kecakapan. Pengembangan Sumber Daya Manusia adalah suatu proses peningkatan pengetahuan, keterampilan, dan kapasitas dari semua penduduk suatu masyarakat. Pengertian pengembangan sumber daya manusia baik secara makro maupun secara mikro. Pembangunan Ekonomi didefinisikan sebagai kemampuan ekonomi nasional - di mana keadaan ekonominya mula-mula relatif statis selama jangka waktu yang cukup lama- untuk dapat menaikkan dan mempertahankan laju pertumbuhan GNP-nya hingga mencapai angka 5 sampai 7 persen atau lebih per tahun. Pengembangan Sumber Daya Manusia dalam Pembangunan Layanan Pendidikan yang Optimal; Layanan Kesehatan; Pendidikan Dan Latihan Kerja; Pengenalan Teknologi Baru; Reformasi Birokrasi; Kesempatan Beraktualisasi.]]>
