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Cendekia: Jurnal Kependidikan dan Kemasyarakatan
Published by Institut Agama Islam Negeri Ponorogo
ISSN : 16931505     EISSN : 2477796X     DOI : http://dx.doi.org/10.21154/cendekia
Core Subject : Religion, Education, Social,
Religion Education Social Sciences
Cendekia: Jurnal Kependidikan dan Kemasyarakatan is a reputable journal published by the Faculty of Tarbiyah and Teacher Training, The State Islamic Institute of Ponorogo (IAIN Ponorogo), Indonesia. The focus of this journal deals with a broad range of topics related to education in Islamic civilization. Cendekia invites scientists, scholars, researchers, as well as professionals to publish their research in our journal. This journal publishes high quality empirical and theoretical research articles reviewed by the leading experts in the fields. The incoming papers will be selected based on great scientific studies, valuable new insights, and captivating the community in education in Islamic civilization.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 4 Documents
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Search results for , issue "Vol 12, No 2 (2014)" : 4 Documents clear
PEMBENTUKAN KARAKTER BERBASIS PENDIDIKAN PESANTREN: Studi di Pondok Pesantren Tradisional dan Modern di Kabupaten Ponorogo H.A. Rodli Makmun
Cendekia: Kependidikan dan Kemasyarakatan Vol 12, No 2 (2014)
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (643.063 KB) | DOI: 10.21154/cendekia.v12i2.226

Abstract

Abstract: Character education meant as value education, ethic kindness education,moral education, which its aim to developingparticipant ability in order to give decisionof good-bad, looking after of goodness, and realize that kindliness in everyday life obligingly. In consequence character education as psychologically include dimension;moral reasoning, moral feeling, and moral of behavior.Character education inIslamic Boarding School conducted integrally with educationprocess in Islamic Boarding School. Character education do not become separate teaching item. It is true there isspecial subject of behavior, namely baninlilakhla, al-nawbawiakhlaq, makhfudhat, interpretation, hadits, and so on, but that study havegeneral nature to add knowledge of santri, forming patterned thinking and santri behavior. Santricharacter formed by the sake of Allah, serving, respecting, down to earth, modestly, self-serving, and free in Islamic Boarding School community. IslamicBoarding School design inuring pattern during 24 hour in Islamic Boarding School.Santricharacter of traditional Islamic Boarding Schoolturn to yellow bookfrom studyingand habituation in order toobeyIslamic Boarding School orders  سرادلما .ةيفلسلاو ،ةثيدحو يديلقتلا طمنلاو ،ةفلتمخ للاظ ةثلاث عقاولا في اهيدل ةيلخادلا ةيملاسلإا سرادلما ةثيدلحا ىدهو ةيلخاد ةسردم ةيملاسلإا ىدلها راد لاثلما ليبس ىلع ةشوقنم ؤجؤنؤف في ةيلخادلا ةيملاسلإا ،وغنوس يلاو ةيلخادلا ةيملاسلإا سرادلماو ،ةثيدلحا ةرجلحا كودنوب كانه نأ ينح في ىنم ةشوقنم يديلقتلا.نايمإ لآ كودنوب ةيلخادلا ةيملاسلإا سرادلماو ييجرخ نم ،كلذلو .ةيصخش نيوكت ىلع يرثأت اله نوكي ةيلخادلا ةيملاسلإا سرادلما لبق نم دمتعلما ماظنلا هنلأ ،نيرخلآا ةيلخادلا ةيملاسلإا سرادلما ينيجرلخا عم ةيصخشو ةفلتمخ فقاوم اهيدل ةيلخادلا سرادلما أزجتي لا اءزج نوكتل ةيلخاد ةسردم في فرح ميلعتلا .سرد ثيح طنم ةيلخاد ةسردم نم لكشو رثأت في .اهب ةصالخا ةيميلعتلا داولما نم دحاو فرح ميلعتلا حبصي لا .ةيلخادلا سرادلما في ميلعتلا ةيلمع نم تلقنو ،يوبنلا قلاخلأاو يننبلا ليللا قلاخلأا يأ ،كولسلا اصيصخ صحفت تيلا ينعلا ميلعت كانه عقاولا كولسلا طانمأو يركفتلا طانمأ ليكشتو ،بلاطلا عيسوتل ماع ميلعت وه انمإو ،ارج ملهو ،ثيدلحا ،قيلعتلاو.بلاطلا ىدل
EMPLOYING EFFECTIVE TEACHERS’ LANGUAGE TO CREATE COMMUNICATIVE INTERACTION IN EFL CONTEXT Andi Susilo
Cendekia: Kependidikan dan Kemasyarakatan Vol 12, No 2 (2014)
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (612.447 KB) | DOI: 10.21154/cendekia.v12i2.231

Abstract

Abstract: Di samping penerapan metode/teknik pembelajaran, aplikasi bahasa yang digunakan pendidik atau dikenal dengan istilah teacher talk (TT) merupakan faktor utama penunjang kualitas proses dan hasil pembelajaran. TT tidak hanya sebagai sumber utama belajar bahasa, tetapi juga sebagai alat untuk mengajarkan target bahasa. TT berperan vital sebagai piranti pendidik dalam melaksanakan proses pembelajaran, mengelola, dan mengevaluasi proses serta hasil belajar peserta didik. Pendidik diharapkan mampu mengeksplorasi bahasa yang digunakan secara tepat sesuai dengan tujuan pembelajaran, tingkat penguasaan bahasa dan kebutuhan belajar peserta didik. Untuk menciptakan interaksi komunikatif, pendidik diharapkan mampu menerapkan ragam strategi bertanya yang efektif khususnya jenis pertanyaan referential untuk menggali ide peserta didik, merespon dan memberikan umpan balik fokus pada ide yang disampaikan, menggunakan modifikasi bahasa yang komunikatif ketika berbicara, menjelaskan materi, bertanya, atau dalam memberikan instruksi agar input yang diberikan mudah dipahami dan melakukan negosiasi makna dengan peserta didik. Dapat dikatakan bahwa ada atau tidak adanya aspek-aspek tersebut dalam proses pembelajaran akan mempengaruhi tingkat kualitas interaksi komunikatif di kelas. ثيدح ملعم وأ برم وهو فورعم وه امك ةمدختسلما ةغللا قيبطتو ،ملعتلا تاينقت / بيلاسأ قيبطت بناج لىإ ملعتل ايسيئر اردصم طقف سيل TT .جئاتنلاو ةيميلعتلا ةيلمعلا ةدوج معدت تيلا ةيسيئرلا لماوعلا يه )TT( ،ةرادإو ،ملعتلا ةيلمع ذيفنت في برم ةادأك TT ايويح ارود .فدلها ةغللا ميلعتل ةادأك اضيأ نكلو ،ةغللا اقفو بسانم لكشب ةمدختسلما ةغللا فاشكتسلا ينبرلما عقوتلما نمو .بلاطلا ىدل ملعتلا جئاتنو ةيلمع مييقتو عقوتلما نمو ،يلصاوتلا لعافتلا قللخ .ينملعتلما ىدل ملعتلا تاجايتحاو ةغللا ناقتإ ىوتسمو ،ملعتلا فادهلأ فاشكتسلا ةلئسلأا نم ةيعجرم عاونأ اديدتح لئس ةلاعفلا تايجيتاترسلاا نم ةعونتم ةعوممج ذيفنتل ينبرلما ليدعت مادختساب كلذو ،ةحورطلما راكفلأا ىلع زيكترلل ةدترلما ةيذغتلا يرفوتو ةباجتسلااو ،ينملعتلما نم ةركف تلاخدم مهفن نأ لهسلا نم تيلا تاميلعتلا ءاطعإ في وأ ،لأسن ،داولما حرشو ،ثيدلحا دنع ةيلصاوتلا ةغللا رثؤيو ملعتلا ةيلمع في بناولجا هذه دوجو مدع وأ دوجو نأ لوقلا نكيمو .ينملعتلما عم نيعي ضوافتلاو ةنيعم.ةيساردلا لوصفلا في يلصاوتلا لعافتلا ةيعون ىوتسم ىلع
KEHIDUPAN SUFISTIK PADA PONDOK PESANTREN BIBAH{RI ‘ASFARA’ SANANREJO, TUREN, MALANG Musthofa Musthofa
Cendekia: Kependidikan dan Kemasyarakatan Vol 12, No 2 (2014)
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (661.108 KB) | DOI: 10.21154/cendekia.v12i2.227

Abstract

Abstract: The study is about Sufi’s life in Bibahri Asfarah Islamic boarding school, Sananrejo, Turen, Malang. This study was conducted to understand how the sufi’s life in associated with the life prior boarding school stay, how the method to the sufi’s life, hal (circumstance of mind when practicing) and gayah (ending circumstance of lives after practice) is. This study employs a phenomenological approach. The methods of data collection are documentation, interviews, observation, and triangulation. Data analysis methods use several steps such as data reduction, data display and conclusion (verification). The students of the boarding school consist of students with diverse life backgrounds. Which are mapped into three categories namely al-Fussaq, Al-Fusyl, and Al-Abriya. The first category, Al-Fussaq, consists of ex-drug addict, alcohol drunk, and those who are disobedient to parents. The second category, Al-Fusyl, consists of those who are failed in either family or economy. While the third category, Al-Abriya, consists of former employees or alumni from the other boarding schools. The method to the sufi’s life with the practices performed which are mapped into two kinds namely inward and outward practices. The inward practices include salawat (prayer for the prophet), istigosah (mass prayer), Asmaul Husna (reciting names of God), Yaseen recital. The outward practices include traveling, cleaning the Islamic boarding school environment, installing paving and ornaments, making bricks, taking care of animal, becoming a secretary and treasurer of the boarding school. Those practices are called riadah. The soul circumstances (ahwal) while performing those practices could be described that they feel muhasabah (introspective), wusul (pure), happy, excited, hauf (fearful) and raja’ (hopeful). Meanwhile, after performing those practices the students experience new life changes that they feel happy, joyful, faithful, true, peaceful, pure, convinced, modest, ascetic, and sincere.
KAJIAN PELAKSANAAN PRAKTIK PENGALAMAN LAPANGAN (PPL) MAHASISWA FAKULTAS ILMU TARBIYAH DAN KEGURUAN IAIN WALISONGO SEMARANG Achmad Hasmi Hashona
Cendekia: Kependidikan dan Kemasyarakatan Vol 12, No 2 (2014)
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (673.531 KB) | DOI: 10.21154/cendekia.v12i2.232

Abstract

Abstract: FieldExperience Practice (PPL) is programmed activity to student as educator candidate in school activity both in and outside class. PPL as sharpen media to studentteaching ability, in order to apply science which have been obtained bylearning in the education program. In line with target of education, Faculty Science of Tarbiyah and Teacher ship, representing one of the faculty in IAIN Walisongo Semarangenvironment, aim to develop competence and improve professionalism in the field of Islamic Education, which consist of Education Of Islamic Religion (PAI), Education Of Language Arab (PBA), Islamic Education (KI) and Tadris MIPA (Education Of Mathematics, Education Of Biology, Education Of Chemistry, Education of Physics and Education of English).This solution focused to study execution of PPL in Faculty Science of Tarbiyah and Teacher ship of IAIN Walisongo Semarang which practice at Madrasa and expected can give idea contribution and policy to improve and repair pattern of PPL with good quality and give many benefit not only for student of practical, but also for the Institute and progress of education itself. التعليم أنشطة في المحتملين كمعلمين للطلاب المبرمجة الأنشطة من سلسلة عن عبارة )PPL( هو الممارسة تجربة ىرخأ ةرابعبو ،التدريس ممارسة  في قدراتهم  لقصل  للطلاب وسيلة  PPL هو  .الدراسية  الفصول  وخارج  داخل والتعلم وتمشيا  .التعليمية  البرامج  في  إلزامية  كمادة  ممارسة  سكب الكلية  في  المحاضرات خلال  اكتسابها  تم  التي المعرفة  لتطبيق لإعداد  فدهي يذلاو ،في  Walisongo IAIN سيمارانج الكليات من واحدة  هي ،والتعليم  ةيلك ،التربية  أهداف مع  )ابب)  التعليم  ةيبرعلا الإسلامية  التربية  من  تتألف التي ،الإسلامي التعليم  مجال  في فاترحلااو  الكفاءة  زيزعتو  الخبراء والإنجليزية  ةيندبلا ةيبترلاو ،التعليم  ءايميكلا ،الأحياء  علم  والتعليم  التربية  )الرياضيات والرياضيات الإسلامية  التربية ممارسة في IAIN Walisongo تعمل  كلية والتعليم  نطاق PPL في  تنفيذ تقييم على المناقشة هذه التعليم(. وتركز ليس الفوائد  من العديد  وتوفير أنماط نوعية  ينستح لىإ ةيمارلا تاسايسلاو  الأفكار  تسهم  نأ عقوتيو  الدينية  المدارس.بالتعليم  النهوض و  للمعهد  نكلو ،طالب سراممل فقط

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