Cakrawala : Jurnal Kajian Manajemen Pendidikan Islam dan Studi Sosial
Cakrawala invites scholars, researchers, and students to contribute the result of their studies and researches in the areas related to Education Management, Islam, Muslim society, which covers textual and fieldwork investigation with various perspectives of Education, Learning, philosophy, theology, and others.
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152 Documents
<![CDATA[Tantangan Jurnalis Muslim di Era Revolusi Industri 4.0 ]]>
<![CDATA[Febriany ,]]>
<![CDATA[ Cakrawala: Jurnal Kajian Manajemen Pendidikan Islam dan studi sosial Vol 3 No 2 (2019) ]]>
Publisher : <![CDATA[LPPM IAINU Kebumen ]]>
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<![CDATA[The era of the Industrial Revolution 4.0 was felt in various parts of the world, various aspects of the economy, politics, culture and journalism, of course. It also turns out to be a challenge for the media industry. One of them is printing competent and professional journalists. Muslim journalists have their own challenges in this new era. Currently, various kinds of human needs, including information, have implemented the support of the internet and the digital world as a vehicle for interaction and transactions. The challenges faced by Muslim journalists are how to improve quality, actuality, avoid hoaxes, enforce the code of ethics of Muslim journalists and how to package Islamic news to attract audiences. to read it.]]>
<![CDATA[Peningkatan Prestasi Belajar Siswa dalam Pembelajaran Fiqih melalui Kombinasi Metode Everyone Is A Teacher Here dan Team Quiz ]]>
<![CDATA[Agus Nur Soleh]]>;
<![CDATA[Isnaini ,]]>
<![CDATA[ Cakrawala: Jurnal Kajian Manajemen Pendidikan Islam dan studi sosial Vol 3 No 2 (2019) ]]>
Publisher : <![CDATA[LPPM IAINU Kebumen ]]>
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<![CDATA[Efforts to increase learning achievement in learning Fiqh in madrasas through a combination of two methods, everyone is a teacher here with a team quiz. In addition to efforts to increase the learning of jurisprudence, this paper also aims to present an understanding that the two methods can be combined and can be used for the purpose of increasing learning achievement. This paper is an analytical description. The results are that: (1) the combination of the two methods can encourage students to be more able to understand the essence, meaning, and benefits of the learning process in fiqh learning, and (2) can be a stimulus and in turn can stimulate students to be more active in learning so that learning achievement students can increase in learning fiqh.]]>
<![CDATA[Pendidikan Berbasis Pesantren ]]>
<![CDATA[Sudadi ,]]>
<![CDATA[ Cakrawala: Jurnal Kajian Manajemen Pendidikan Islam dan studi sosial Vol 3 No 2 (2019) ]]>
Publisher : <![CDATA[LPPM IAINU Kebumen ]]>
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<![CDATA[This research originates from the general belief that most generations of Indonesia that are predominantly Muslims attend public schools and not madrasas, whereas the Islamic Religious Education (PAI) taught to Muslim students in public schools is only dogmatic Islamic teachings.As a result, many Muslim students from public schools have poor understanding of their religion and do not understand it perfectly (kaffah). In fact,cognitive aspects are only a priority in discussion. To practice and respect the beliefs of Islam (Aqeedah) and morals, these two things are far from expectations. Therefore, Islamic education in public schools from elementary school to secondary school must employ development, modification, innovation and additional learning programs so that the integral goal of Islamic education can be achieved. A more optimal learning system can be carried out by applying wider Islamic educations in public schools. The pesantren (Islamic Boarding School)-Based School Program launched in public schools is one of the programs as an effort to create students with moral character. It means that in the context of Islam religion it can be called the morality of karimah. The question depends on the implementation and effectiveness of the pesantren-based education programs in public schools. This study also discusses the development and learning process of Islamic education in public schools that generally implement pesantren-based school programs. This study focuses on objects in the Ma’arif Vocational School which has implemented this program since 2013 in Kebumen Regency. This study aims to describe a pesantren-based school by outlining the planning, implementation and evaluation of pesantren-based Islamic religious education learning system programs. The analytical approach is naturalistic by conducting a comprehensive and descriptive discussion on the focus of research in an integrated education system, with methods of observation, interviews and documentation, followed by testing data validity through frequent interactions with primary sources, observing more diligently and conducting conduction triangulation tests. In addition, this study uses descriptive analysis, cross case analysis and comparative and inductive reasoning for processing, discussion and analysis of findings.]]>
<![CDATA[Implementasi Pendidikan Kecakapan Hidup di Mi Ma’arif NU I Klapagading Kecamatan Wangon Kabupaten Banyumas ]]>
<![CDATA[Qurotul Aini Farida]]>
<![CDATA[ Cakrawala: Jurnal Kajian Manajemen Pendidikan Islam dan studi sosial Vol 3 No 2 (2019) ]]>
Publisher : <![CDATA[LPPM IAINU Kebumen ]]>
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<![CDATA[Life-skills education is an educational model that builds hard skills and soft skills in an integrated manner. Strengthening students' soft skills will strengthen their hard skills and vice versa. People with character are people who are able to balance soft skills and hard skills in acting and behaving in society. Implementation of life skills education personal skills in learning a. Self-esteem as a creature of God Almighty. including: 1) Saying greetings when meeting teachers and friends 2) Shaking hands or shaking hands when coming to and from school 3) Praying before and after learning activities 4) Reading Asmaul Husna every day 5) Memorizing short letters (Juz Amma) and Tahfidz 6) Memorization of daily prayers and hadiths and their meanings 7) Dhuha prayer 8) Duhur prayer in congregation. b) Independent namely 1) Morning call and 2) Romadhon Pondok. Implementation of social skills life skills education a) Oral or written communication skills. b) Cooperation skills, namely 1) Scouting and 2) group assignments. Implementation of academic skills life skills education, namely effective and fun learning programs and Teacher Learning Management. Implementation of vocational skills life skills education in learning includes performing ablution, learning prayer movements, putting on and taking off one's own clothes, sweeping floors and tidying up classrooms, playing roles, reading poetry, composing short stories. and Planting vegetables such as kale, spinach and pokcai.]]>
<![CDATA[Manajemen Pembiayaan Pendidikandi Madrasah Aliyah Darussalam Sumedang ]]>
<![CDATA[Ari Prayoga]]>;
<![CDATA[Arif Risnandi]]>
<![CDATA[ Cakrawala: Jurnal Kajian Manajemen Pendidikan Islam dan studi sosial Vol 3 No 2 (2019) ]]>
Publisher : <![CDATA[LPPM IAINU Kebumen ]]>
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<![CDATA[Funding management at Madrasah Aliyah Darussalam Sumedang has obstacles in reporting administratively monthly financing. There are some cases of students whose financial report books have not been recorded in the books big treasurer. This study aims to reveal the management financing includes; planning, analysis, strategy and evaluation of financing education at Madrasah Aliyah Darussalam Sumedang. Research methods that used is qualitative. Collection techniques using interview techniques structured, participatory observation techniques and documentation techniques. Research result shows that; First, the financing planning process is carried out by compiling data formats for submitting budget submissions from the madrasah education section of Sumedang district. Second, the financing analysis is carried out by the head of the madrasah and vice principal of the madrasah in meeting the needs of the institution, this discussed at the meeting. Third, system development and management accountable costs, madrasas carry out the procedure for procurement of goods and services within the scope of madrasa needs from facilities and infrastructure, management operations carried out by the treasurer in managing expenses and financial income from students. Fourth, the evaluation is carried out by the madrasah involved the madrasah community, the madrasah treasurer as the executor as well as the head of the madrasah as the policy decision maker cost management.]]>
<![CDATA[Operasionalisasi Teori Pendidikan Behavioristik dalam Tradisi Ngejot di Bali ]]>
<![CDATA[SAIHU ,]]>
<![CDATA[ Cakrawala: Jurnal Kajian Manajemen Pendidikan Islam dan studi sosial Vol 3 No 2 (2019) ]]>
Publisher : <![CDATA[LPPM IAINU Kebumen ]]>
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<![CDATA[This paper discusses the operationalization of behavioristic education theories in the Ngejot tradition in Jembrana-Bali. The article focuses on explaining how the form of operationalization of behavioral political education in shaping character through Ngejot activities in Hindu and Muslim communities in Jembrana. Data sources were obtained through unstructured observations and interviews from March to July 2019. The writing used the behavioristic education theory of John Broadus Watson (1878-1958) and the analogy mosaic which was raised by Issac Bear Bekson (1891-1975). The article shows that the operationalization of behavioristic education theory through the ngeous tradition can shape the humanist, pluralist, and tolerant character of Hindu and Muslim communities in Jembrana-Bali. This paper also shows that to shape the character and character of the Hindu and Muslim communities, as well as to foster understanding and promote diversity is through classical conditioning which is distorted in encouragement, stimulation, reaction and reinforcement, so as to create a peaceful environment.]]>
<![CDATA[Nasionalisme Soekarno Perspektif Pendidikan Islam ]]>
<![CDATA[Eliyanto ']]>;
<![CDATA[Siti Saudah]]>
<![CDATA[ Cakrawala: Jurnal Kajian Manajemen Pendidikan Islam dan studi sosial Vol 3 No 2 (2019) ]]>
Publisher : <![CDATA[LPPM IAINU Kebumen ]]>
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<![CDATA[Soekarno's thoughts on nationalism received much opposition from various groups in the Islamic community, because they were considered contrary to Islamic teachings and divided the people. This assumption is of course unfounded because it only judges from the understanding of Nationalism in general. While Islamic education itself assesses Sukarno's nationalism in accordance with the goals and direction of Islamic education. Soekarno's nationalism substance leads to liberation, patriotism, humanity, pluralism, democratization and unity. Soekarno's nationalism with its various forms of implication, namely patriotism, unity and unity, love for the motherland and nation, pluralism, humanism and compassion, liberation, has a value of relevance to the existence of Islamic education, both in terms of the goals of Islamic education and its scope.]]>
<![CDATA[Analisa SWOT Manajemen Pendidikan di SMK Maarif 1 Kebumen ]]>
<![CDATA[Agus Salim Chamidi,]]>;
<![CDATA[Nuni Nur Baety H Baety H]]>
<![CDATA[ Cakrawala: Jurnal Kajian Manajemen Pendidikan Islam dan studi sosial Vol 3 No 2 (2019) ]]>
Publisher : <![CDATA[LPPM IAINU Kebumen ]]>
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DOI: 10.33507/cakrawala.v3i2.153
<![CDATA[Artikel ini hasil riset kolaboratif dosen-mahasiswa dalam kegiatan kurikuler Program Latihan Profesi (PLP)/Magang I Program Studi S1Manajemen Pendidikan Islam. Tujuan riset adalah mengetahui penyelenggaraan manajemen pendidikan di sekolah. Rumusan masalahnya adalah (1)bagaimana penyelenggaraan manajemen pendidikan pada 4 bidang di SMK Maarif 1 Kebumen pada 4 bidang manajemen pendidikan?, dan (2)apa saja kendala dan hambatan pelaksanaannya, serta bagaimana solusinya? Riset bersifat kualitatif dengan teknik pengumpulan data adalah wawancara, observasi, dan dokumentasi. Informan riset adalah Kepala SMK Maarif 1 Kebumen, Wakil Kepala SMK Maarif 1 Kebumen, dan sejumlah orang terkait pokok riset. Analisa riset menggunakan model analisa SWOT. Riset dilakukan pada Juli-Agustus 2019. Hasil riset adalah: (1) Manajemen Kurikulum dan Pembelajaran di SMK Ma’arif 1 Kebumen sudah sesuai standar BSNP, (2)Manajemen Peserta Didik di SMK Ma’arif 1 Kebumen sudah berkualitas dengan dibuktikannya meningkatnya peserta didik yang telah mengukir prestasi di bidang akademik maupun non akademik, (3)Manajemen Pendidik dan Tenaga Kependidikan di SMK Ma’arif 1 Kebumen sudah memadai dengan indikator pendidik dan tenaga kependidikan yang sudah kompeten dan bersertifikasi di bidangnya, dan mereka juga membuktikan kemampuannya dengan menjadikan peserta didik berprestasi dan beretika, (4)Manajemen Hubungan Industri dan Hubungan Masyarakat di SMK Ma’arif 1 Kebumen sudah baik dengan dibuktikannya banyaknya peseta didik yang diserap oleh dunia usadan industri (DUDI]]>
<![CDATA[Manajemen Pendidikan di Smk Ma’arif 4 Kebumen ]]>
<![CDATA[Bahrun ALi Murtopo.]]>;
<![CDATA[Nunung Nurngaeni]]>;
<![CDATA[Syifa Maulana]]>;
<![CDATA[Durotul Ngaesi]]>
<![CDATA[ Cakrawala: Jurnal Kajian Manajemen Pendidikan Islam dan studi sosial Vol 3 No 2 (2019) ]]>
Publisher : <![CDATA[LPPM IAINU Kebumen ]]>
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DOI: 10.33507/cakrawala.v3i2.154
<![CDATA[This collaborative research by student lecturers was conducted to study education management in vocational secondary education institutions. The research location is at SMK Ma'arif 4 Kebumen. This research is qualitative with data collection techniques of interviews, observation and documentation. This research was conducted in July-August 2019. The research informants were the Head of SMK Maarif 4 Kebumen and a number of teachers and staff related to research. The results of this study are as follows: (1) curriculum and learning management, student management and counseling guidance, educator and educational staff management, and industrial relations management are all quite good, need improvement in development, innovation, and creation. Recommendations, education management in research locations still needs to be improved again to answer the needs of the times]]>
<![CDATA[Evaluasi Kebijakan Full Day School terhadap Eksistensi Madrasah Diniyah ]]>
<![CDATA[Rois Luthfi]]>
<![CDATA[ Cakrawala: Jurnal Kajian Manajemen Pendidikan Islam dan studi sosial Vol 4 No 1 (2020) ]]>
Publisher : <![CDATA[LPPM IAINU Kebumen ]]>
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DOI: 10.33507/cakrawala.v4i1.186
<![CDATA[Full Day School is a policy issued by the Minister of Education and Culture Muhadjir Efendy with the existence of Permendikbud Number 23 of 2017 concerning School Days. With the issuance of this Permendikbud, the original six-day school has become five days with a provision of eight hours of lessons each day. Originally teaching and learning activities were from morning to noon, with this policy teaching and learning activities became morning to evening. Not a few people responded negatively to this full day school policy. They think that full day school can kill afternoon school / religious school / madrasah diniyah activities. In addition, they also think that this policy will make students less social with the community. And there are many other problems. With the negative response from the community, this policy needs to be evaluated. Namely by asking again how the actual process of implementing full day school is?, are all the facilities in schools adequate?, what about the students whose homes are far from school? What about students who have to recite the Koran in Islamic boarding schools or madrasah diniyah in the afternoon?, and so on. The end result of this evaluation is policy revision or even policy deletion.]]>
