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Karimah Tauhid
Published by Universitas Djuanda Bogor
ISSN : -     EISSN : 2963590X     DOI : https://doi.org/10.30997/karimahtauhid.v2i5
Core Subject : Economy, Science, Education, Social,
Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Neuroscience Social Sciences
Karya Ilmiah yang diterbitkan merupakan hasil penelitian maupun pengabdian yang mencakup semua bidang ilmu baik dalam bidang sosial maupun eksakta.
Arjuna Subject : Umum - Umum
Articles 2,322 Documents
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Peran Kepemimpinan Pendidikan Nur Nisfi Sana; Anne Effane
KARIMAH TAUHID Vol. 2 No. 1 (2023): Karimah Tauhid
Publisher : Universitas Djuanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30997/karimahtauhid.v2i1.7704

Abstract

Kepemimpinan pendidikan merupakan kemampuan untuk mempengaruhi, mengkoordinir, dan menggerakkan orang-orang lain yang ada hubungannya dengan pelaksanaan dan pengembangan pendidikan agar dapat dicapai tujuan pendidikan atau sekolah secara efektif dan efisien. Agar tujuan sekolah dapat dicapai secara efektif dan efisien dibutuhkan kepemimpinan kepala sekolah yang efektif. Ada tujuh karekateristik kepemimpinan kepala sekolah efektif: (1) memiliki visi yang jelas, (2) memiliki harapan tinggi terhadap prestasi ; (3) memprogramkan dan memberikan umpan balik yang positif dan konstruktif , (4) mendorong pemanfaatan waktu secara efisien, (5) mendayagunakan berbagai sumber belajar, (6), memantau kemajuan peserta didik baik secara individual maupun kelompok, (7), melakukan evaluasi dan perbaikan secara berkesinambungan. Dapat kita ketahui bahwa kepemimpinan pendidikan dalam manajemen pendidikan sangat di perlukan di dalam manajemen pendidikan karena pada dasarnya setiap instasi atau lembaga pendidikan di perlukan sebuah figur seorang pemimpin, dalam artikel ini membahas tentang pengertian kepemimpinan, peran kepemimpinan pendidikan, pengertian kepemimpinan di sekolah, dan kepemimpinan kepala sekolah. Menurut Bachtiar Surin yang dikutip oleh Maman Ukas bahwa perkataan khalifah berarti penghubung atau pemimpin yang di serahi untuk menyampaikan atau memimpin sesuatu.
Urgensi Manajemen Peningkatan Mutu Pendidikan Meliani Putri; Anne Effane
KARIMAH TAUHID Vol. 2 No. 1 (2023): Karimah Tauhid
Publisher : Universitas Djuanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30997/karimahtauhid.v2i1.7706

Abstract

Classroom management is a benchmark for achieving the intended learning objectives Effective and efficient in the educational process, as a rule, educational goals It is calculated that this is achieved if classroom management has been carried out properly at the school alone. Classroom management is defined as teacher fees from classroom teachers Guide students in class planning or planning so you can plan and you can At the same time it creates a atmosphere that fun and always encourage students to participate and participate actively active in learning in class so that such a favorable environment help the success of the previously planned curriculum. When writing articles that are the result of the author's thoughts, the writing method is used As a method of writing or literature, namely taking information from articles or books Lessons related to the topics discussed. Hence the urgency to achieve classroom management planned learning objectives From the point of view, criteria and different indicators We can assume that the quality of education can be improved when schools have done so 1) government support, 2) leadership effective school principals, 3) good quality teacher performance, 4) appropriate curriculum and quality graduates, 5) efficient organizational culture and climate, 6) community support and parents of students. The application of leadership in improving the quality of education is the solution real hope to be able to master education quality indicators together Synergy to improve the quality of education.
URGENSI MANAJEMEN KEUANGAN & MODEL PENGANGARAN PENDIDIKAN Hanifah Nur Aini; Anne Effane
KARIMAH TAUHID Vol. 2 No. 1 (2023): Karimah Tauhid
Publisher : Universitas Djuanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30997/karimahtauhid.v2i1.7707

Abstract

Urgency School financial management is very important to classify school needs. Then there is an urgency for financial management and a clear and appropriate budgeting model that will affect school operations and education in these schools. From the urgency and the existing budgeting model, supervision of financial management is carried out which needs to be done to minimize errors that may occur. The purpose of this article is to find out how the Urgency of Financial Management and the Educational Budgeting Model are applied to find out how supervision is in financial management. Data collection is in the form of observations from various existing sources. The results of the analysis show that the results of the urgency and the Budgeting Model are carried out by managing school finances in carrying out the budget plan that has gone very well. This is indicated by several activity plans that are realized in accordance with expectations, namely transparent, accountable, effective and efficient. In addition, supervision of financial management is running well. The synergy between the school and the community is well established to build
Ruang Lingkup Desentralisasi Manajemen Pendidikan Dianika Putri Aulia; Anne Effane
KARIMAH TAUHID Vol. 2 No. 1 (2023): Karimah Tauhid
Publisher : Universitas Djuanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30997/karimahtauhid.v2i1.7708

Abstract

Decentralization of education management is essentially the authority of the central government to provide full abundance to regional governments, to manage their own households in all matters. The affairs in question are about all matters related to education management. All matters of abundance are given to regional autonomy, unless there are certain affairs which are still part of government affairs, or the right of the government itself to manage everything. The scope of education management is one that is related to various parties and is multidisciplinary. These multidisciplinary disciplines include management of education and educational staff, in addition to student management and curriculum management, financing management, facilities and infrastructure management, school management, principal management and community relations management. Everything is related to one another so that the decentralization of education management is implemented properly. This scope is also still divided into several sections, among which there is scope according to work area. Where, within this scope management is divided into several classes including management of the whole country, management of one province, management of one work unit and class management. Next, there is scope according to cultivated objects, including student management, education personnel management, management of facilities and infrastructure, administrative management, and financing management, and finally there is scope related to activity functions where this relates to planning, organizing, directing , coordinate, communicate, and monitor or evaluate. The process of processing the scope in the decentralization of education certainly has many obstacles. To see the success of the scope of decentralization of education management, this research seeks quantitative data, which collects data, analyzes and provides conclusions about the success of the scope of decentralization of education.
Hambatan dan Solusi dalam Manajemen Sarana dan Prasarana Pendidikan Siti Nurharirah; Anne Effane
KARIMAH TAUHID Vol. 1 No. 2 (2022): Karimah Tauhid
Publisher : Universitas Djuanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30997/karimahtauhid.v1i2.7709

Abstract

Dalam dunia pendidikan atau dunia sekolah tidak akan terlepas dari adanya sarana dan prasarana. Untuk menciptakan sekolah yang bersih, dan rapi serta pembelajaran yang efektif sehingga menciptakan kondisi yang menyenangkan bagi murid maupun guru dibutuhkan suatu manajemen sarana prasarana. Diketahui terdapat ruang lingkup dalam manajemen sarana dan prasarana pendidikan yaitu 1) perencanaan, 2) pengadaan, 3) pengaturan, 4) penggunaan, dan 5) penghapusan. Kelima ruang lingkup tersebut saling mempengaruhi satu dengan yang lainnya, semua ruang lingkup tersebut harus dilaksanakan agar terjadi manajemen sarana prasarana yang baik. Namun, dalam melaksanakan manajemen sarana prasarana pendidikan tersebut pasti terjadi suatu permaalahan atau hambatan. Penelitian ini bertujuan untuk mengetahui hambatan apa saja yang terjadi dalam manajemen sarana prasarana pendidikan dan solusi untuk menatasinya. Metode yang digunakan yaitu metode kualitatif yaitu dengan tekhnik studi literatur atau studi pustaka. Dari penelitian yang dilakukan didapatkan hasil bahwa permasalahan umum yang terjadi dalam manajmen sarana prasaran pendidikan yaitu banyaknya sekolah dengan sarana prasarana pendidikan yang kurang memadai hal tersebut diketahui terjadi karena adanya hambatan-hambatan dalam manajemen sarana prasarananya yaitu : 1) kurangnya sumber daya manusia, 2) keterbatasan dana yang dimiliki sekolah 3) rendahnya kesadaran guru. Untuk mengatasi hambatan-hambatan tersebut peneliti memberikan solusi diantaranya 1) Penggerak pendidikan harus mempunyai niat untuk memenuhi sarana prasarana 2) membuat surat pemenuhan sarana prasarana 3) pendidik harus kreatif dalam mengajar.
Fungsi Kewirausahaan Dalam Pendidikan Seli Damayanti Damayanti; Anne Effane
KARIMAH TAUHID Vol. 1 No. 1 (2022): Karimah Tauhid
Publisher : Universitas Djuanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30997/karimahtauhid.v1i1.7711

Abstract

In its development, the formation of entrepreneurial values is not only among entrepreneurs and the business world but has added to the world of education, where activities also really need an entrepreneurial spirit. Entrepreneurship in education aims to make humans holistically, as humans who have the character, understanding and skills as entrepreneurs. Basically entrepreneurship educators are carried out by school principals, teachers and education staff (counselors), educators of course as an educational community. Entrepreneurship educators apply the curriculum by identifying several types of school activities in schools that can realize entrepreneurship education itself and also for students in everyday life. In this case, entrepreneurship education programs in schools can be internalized through various points that are integrated in all entrepreneurship subjects. Entrepreneurship education is integrated into extra-curricular activities, entrepreneurship through self-development, changes in the implementation of entrepreneurship learning from practice to theory, integration of entrepreneurship subjects. Entrepreneurship education into handbooks, integration of Entrepreneurship education through school culture, integration of Entrepreneurship education through local subjects.
Peran kurikulum Dan Fungsi kurikulum Farhany Zahra Qurrata Ainy; Anne Effane
KARIMAH TAUHID Vol. 2 No. 1 (2023): Karimah Tauhid
Publisher : Universitas Djuanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30997/karimahtauhid.v2i1.7712

Abstract

Curriculum is something that is planned as a guideline for achieving educational goals. Usually what is planned is the ideas, aspirations of humans or citizens to be formed. What can be realized is called a real curriculum, while what cannot be realized is actually still in the form of ideas The 2013 curriculum is a simplification and thematic-integrative curriculum with added study hours. This is intended to encourage students or students to have better abilities in observing, asking questions, reasoning, and communicating what they get or know after studying the subject matter, and make our students have competence in words, skills, and knowledge. which is much better. They will be more creative, innovative, and more productive, so they can be successful in facing various problems and challenges in their day, and have a better future. What can be realized in reality is called a real curriculum, what cannot be realized turns out to be an idea. At least three very important curriculum roles, namely the conservative role. critical role or evaluative and creative roles. While the curriculum function consists of an adjustment function. integration function, differentiation function, preparatory function, selection function, and diagnostic function. The method used in this research is qualitative research with the type of literature search usually used for searches that are carried out in detail, complete and explain the material in depth. In a literature search, data can be analyzed directly from the original source. The most important information in this article is educational books, multicultural books, laws, digital books, web sites and journal articles related to the topics discussed. At the data analysis stage, the textbook collection was used first. Such as educational curriculum books, multicultural books, and search for related topics on Google Scholar. Then, sorting the findings data to display, then check, and analyze so that conclusions can be drawn.   Keywords Curriculum, Role and Fungal
Desentralisasi Manajemen Sarana Prasarana Wangi Dema Lestari; Anne Effane
KARIMAH TAUHID Vol. 2 No. 1 (2023): Karimah Tauhid
Publisher : Universitas Djuanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30997/karimahtauhid.v2i1.7713

Abstract

AbstractTo achieve national education goals, the effort that can be made is to provide educational services to students to develop their potential, one of which is by providing adequate facilities and infrastructure. The field of facilities and infrastructure is an aspect that needs to be considered in the implementation of SBM, the procurement of which is the authority and responsibility of schools, SBM is defined as internal control of decision making from the central to school level, planning for infrastructure development begins with needs analysis and mapping implementation, selecting the main needs and developing training specifications, the implementation of the construction of infrastructure facilities is carried out with the support of the school board, parents and councils, supervision of the development of infrastructure facilities is carried out through direct and indirect access. There are several limitations to the development of facilities and infrastructure. The involvement of entrepreneurs in educational settings is not evenly distributed, the leadership abilities of the school committee, the qualifications of parents are unequal. Student involvement in the process of maintaining facilities is still low. School infrastructure, efforts to break down barriers. Development of infrastructure facilities, namely personal training, quality improvement. Lead, build and maintain the initial involvement of parents and prospective students. Collaboration with other schools/agencies.
KEPEMIMPINAN SEKOLAH Dinda Mega Putri Oktavianti; Anne Effane
KARIMAH TAUHID Vol. 2 No. 1 (2023): Karimah Tauhid
Publisher : Universitas Djuanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30997/karimahtauhid.v2i1.7714

Abstract

The purpose of this research is to find out how to describe the condition of implementing the leadership of the school principal in carrying out its function to improve school quality, to find out how school achievement can be achieved, to find out the leadership role of the school principal to face obstacles in carrying out his duties. The research method used is descriptive qualitative research. Data collection was obtained from information, places and activities of the principal's leadership activities, as well as documents. Data retrieval technique by searching for journal records and documents from several sources. Data validity test was carried out by applying source triangulation and method triangulation. The results of the research are in the form of the main findings, namely: 1) Improving the quality of learning is determined by how the principal can manage school management and the ability to determine the Vision, Mission, Educational Objectives, Strategies and Targets according to the situation and condition of the school. 2) Improving the quality of the principal's leadership competence in carrying out his duties and functions is largely determined by the principal's self-motivation and how he can manage Learning Input, organize the Learning Process, produce Learning Output. 3) Overall the condition of the principal in carrying out his duties and functions as an Educator (Educator), as a Manager, as an Administrator, as a Supervisor, as a Leader (Leader), as an Innovator, as a Motivator is very good so that the principal can be an example in carrying out his duties.
Desentralisasi Manajemen Pembiayaan Dan Konflik Dalam Mahalnya Biaya Pendidikan Sefhia Naila; Anne Effane
KARIMAH TAUHID Vol. 1 No. 1 (2022): Karimah Tauhid
Publisher : Universitas Djuanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30997/karimahtauhid.v1i1.7715

Abstract

Desentralisasi pendidikan memberikan peluang dampak kesenjangan di pembiayaan pendidikan sehingga pada akhirnya dapat menimbulkan disparitas mutu. Otonomi daerah yang dilaksanakan sejak tahun 2001 membawa perubahan besar dalam pengelolaan pendidikan. Itulah sebabnya pembiayaan pendidikan menjadi komponen terpenting dalam penyelenggaraan pendidikan. Di era otonomi daerah, urusan pendidikan dari tingkat TK hingga SMA menjadi tanggung jawab daerah dan masa depan pendidikan sangat tergantung pada kemampuan pemerintah daerah dalam mengelola sektor pendidikan. Namun sayangnya pelaksanaan otonomi pendidikan yang di lakukan oleh pemerintah daerah belum berjalan sepenuh nya karena keterbatasan anggaran, terdapat banyak faktor yang mempengaruhinya. Otonomi Pendidikan dapat meningkatkan efisiensi manajemen dan kepuasan kerja tenaga pendidikan serta menciptakan suatu sistem pendidikan dengan kebijakan-kebijakan yang konkret, sumber daya pendidikan dapat didayagunakan secara optimal, dapat menggali potensi lokal secara lebih efektif, dapat mengelola sistem pendidikan yang sejalan dengan kebudayaan setempat, serta partisipasi masyarakat dalam pendidik an meningkat, akuntabilitas juga meningkat, dan pada gilirannya mutu pendidikan dapat terjamin. Dengan otonomi pendidikan, maka efek positif yang muncul adalah terjadinya perbaikan pendidikan di tingkat lokal, efisiensi administrasi, efisiensi keuangan, dan terwujudnya pelayanan pendidikan berkualitas serta sebagai instrumen vital dalam menghadapi tantangan dunia pendidikan.

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