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Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi

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Published by Universitas Negeri Yogyakarta

ISSN : 23026383 EISSN : 25021648 DOI : -

Core Subject : Education,

Education

Jurnal Pembangunan Pendidikan: Fondasi & Aplikasi (JPPFA) is interested in comparative studies that lead to new insights and challenge of orthodox theories; that have potential for policy impact; and that apply to broad range of settings, including industrial democracies as well as low and middle income countries, countries in political transition and countries recovering from armed conflict and social unrest. JPPFA also considers papers that look at education and development through the policies and practices of official development assistance and commercial education trade. JPPFA engages these approaches to deepen the understanding of the relationship between education policy and development.

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PENGEMBANGAN MODEL PEMBELAJARAN SOFT SKILLS TERPADU DALAM PEMBELAJARAN PENJASORKES PADA SEKOLAH MENENGAH PERTAMA Lilik Indriharta; S. Suharjana; M. Marzuki
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol 4, No 2 (2016): Desember
Publisher : Graduate School, Universitas Negeri Yogyakarta

Tujuan penelitian ini adalah untuk: (1) mengembangkan model pembelajaran soft skills terpadu, (2) menganalisis keberhasilan pelaksanaan pembelajaran soft skills terpadu, dan (3) me-nganalisis dampak penerapan model pembelajaran Soft Skills Terpadu dalam pembelajaran Penjasorkes di Sekolah Menengah Pertama terhadap siswa. Penelitian ini merupakan penelitian pengembangan (Research Development). Subjek uji coba dalam penelitian ini adalah kelas VII pada 4 SMP Negeri di Kota Yoyakarta. Analisis data dilakukan secara deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa: (1) Tahap pengembangan model pembelajaran soft skills terpadu dalam pembelajaran Penjasorkes adalah tahap pendahuluan, pengembangan, dan evaluasi dengam hasil perangkat model berupa buku panduan, perangkat penilaian, dan instrumen pengembangan model pembelajaran. (2) Model pembelajaran soft skills terpadu dalam pembelajaran Penjasorkes menunjukkan tingkat keterlaksanaan yang tergolong sangat baik, memenuhi kriteria valid, sangat efektif, dan sangat praktis. (3) Model pembelajaran Soft Skills Terpadu dalam pembelajaran Penjasorkes di Sekolah Menengah Pertama mampu mengembangkan soft skills siswa.Kata kunci: model pembelajaran soft skills terpadu, pembelajaran pendidikan jasmani, olahraga, dan kesehatan, sekolah menengah pertama DEVELOPING INTEGRATED SOFT SKILLS LEARNING MODEL IN PHYSICAL EDUCATION, SPORT, HEALTH, AND RECREATION INSTRUCTION IN JUNIOR HIGH SCHOOLAbstractThis research is aimed at: (1) developing integrated soft skills learning model, (2) analyzing the success of integrated soft skills learning model implementation, and (3) analyzing the impact of the implementation of integrated soft skills learning model in physical education, sport, health, and recreation instruction on the students of junior high school. The research was a research adn development (R D). The subject of the research was students of grade VII in four junior high schools in Yogyakarta Municipality. Data analysis was conducted using qualitative and quantitative descriptive method. The result of the research shows that: (1) The stages of developing integrated soft skills learning model in physical education, sport, health, and recreation instruction include the stages of introduction, development, and evaluation which results model set in the form of handbook, assessment set, and instrument of learning model development. (2) Integrated soft skills learning model in physical education, sport, health, and recreation instruction reveals a very good level of implementation, fulfills the ‘valid’ citerion, is very effective and also practical. (3) Integrated soft skills learning model in physical education, sport, health, and recreation instruction in junior high school is capable to develop students’ soft skills.Keywords: integrated soft skills learning model; physical education, sport, health, and recreation instruction; junior high school

Teacher’s leadership in learning processes at kindergartens Maria Dominika Niron; Suyata Suyata; Siti Partini Suardiman
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol 5, No 1 (2017): June
Publisher : Graduate School, Universitas Negeri Yogyakarta

The aim of this study was to find out the effective kindergarten teacher’s behaviour in influencing, mobilizing, and developing students in teaching learning process. This research was phenomenological qualitative research. The main instruments of this research were the researcher and observation manual. The focus of this research was the way teachers teach in the learning process in group A of Indriyasana Kindergarten, Indriarini Kindergarten, and ABA Pokoh Kindergarten. The data validity of this research was tested by using repeated observation, resource triangulation, and technique triangulation. The componential data was analyzed by employing inductive technique from Spradley’s qualitative model and Miles and Huberman analysis model. The result of the research showed that teacher’s effective ways to influence, mobilize, and develop students in teaching learning process are as follows: 1. Reciting yell, clap yell, and asking students to sing. The content of yell, clap yell, and song was appropriate with values which were developed based on vision, mission, and the goal of Kindergarten institution. Yells, clap yell, and song were democratic and they were the form of the value of learning leadership. 2. In some situations, there was a tendency where the teacher used more autocratic way to influence, mobilize, and develop students in learning process such as the verbal way in which teacher call students’ name and non-verbal way in which teacher put his index finger on his lip as a sign to ask students to be quiet. The other non-verbal ways were: shaking head as a sign of disagreement, raising thumb as a sign of reinforcement, and nodding as a sign of agreement. Sometimes, teachers also used laissez-fair methods such as neglecting students/letting students behave as they want.Keywords: leadership, teacher’s leadership behaviour, learning process in Kindergarten

The configurations of education in families, schools, and communities and the relationship with the quality of education at junior high schools in Bantul Regency Setya Raharja; Suyata Suyata; Siti Partini Suardiman
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol 6, No 1 (2018): June
Publisher : Graduate School, Universitas Negeri Yogyakarta

This study aims at finding the configuration pattern in education that exists among families, schools and social community and determining the quality of education which affects the high quality of education. This study implements phenomenological-qualitative approach carried out in three schools in Bantul regency. The respondents of the research were the principals, teachers, students, school committee, and parents. The data were obtained through in-depth interview, observation and documentation study which were analyzed qualitatively. The result of the research shows that the pattern of educational configuration is formed by the variations of school’s implementation of responsibilities carried out separately and consecutively in a family, schools and a social community. The quality of education at the level of school system is considered better compared to that of individuals and it also varies based on the school’s condition. The pattern of configuration of the educational responsibility aspect is related to the quality of education itself. The pattern does affect the level of the quality of the education if the family, schools and the social community do the responsibility separately, consecutively and consistently without being affected by any distractor.

Pendidikan multikultural pada Madrasah Aliyah Negeri 2 Kebumen Muchamad Solahudin
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol 6, No 2 (2018): December
Publisher : Graduate School, Universitas Negeri Yogyakarta

Menanamkan kesadaran multikultural kepada semua lapisan masyarakat menjadi sangat penting. Arus perkembangan gobalisasi yang semakin gencar menerobos batas ruang budaya di Indonesia maka sudah waktunya pendidikan di Indonesia saat ini memberikan tawaran-tawaran yang mencerdaskan antara lain dengan menciptakan desain materi, metode hingga kurikulum yang mampu menyadarkan masyarakat akan pentingnya sikap saling tolong menolong, toleransi dan menghormati segala perbedaan suku, agama, ras, etnis dan budaya masyarakat Indonesia yang multikultur. Madrasah Aliyah Negeri 2 Kebumen sebagai pendidikan menengah atas yang bercirikan agama Islam memiliki peran yang sangat strategis mengingat basis siswanya memiliki latar belakang yang sangat variatif. Dengan menggunakan pendekatan kualitatif maka penulisan artikel ini bertujuan untuk mendapatkan gambaran melalui content analysis perihal materi dalam akidah dan akhlak yang dapat diajarkan dengan menggunakan model pendidikan multikultural. Dari hasil analysis dapat dijelaskan bahwa sub materi yang menyangkut penanaman akidah atau tauhid tidak dapat diajarkan dengan menggunakan keempat model pendidikan multikultural: Model Hubungan antargroup (Sintesis Belajar dan Mengajar Pluralistik), Model Manajemen Kelas dan Strategi Hak Asasi Manusia, Model Pembelajaran Dua Bahasa, Model Studi Etnis. Submateri akidah memiliki karakter yang bersifat pasti dan tidak bisa ditawar. Sedangkan model-model tersebut lebih tepat digunakan pada submateri akhlak mengingat budaya masing-masing siswa memiliki perbedaan yang cukup signifikan.Kata kunci: Pendidikan multikultural, akidah akhlak MULTICULTURAL EDUCATION AT MADRASAH ALIYAH 2 KEBUMENAbstractInstilling multicultural awareness with all levels of society is very important. The current development of globalization is increasingly intrusive breaking through the boundaries of cultural space in Indonesia, so it is time for education in Indonesia to provide intellectual offerings, among others by creating material designs, methods to curricula that can sensitize the public to the mutual help, tolerance and respect all differences in ethnic, religious, racial, ethnic and cultural cultures of Indonesian people are multicultural. Madrasah Aliyah Negeri 2 Kebumen as senior secondary education characterized by Islam has a very strategic role considering the student base has a very varied background. By using a qualitative approach, the writing of this article aims to get an overview through content analysis about the material in aqidah and akhlak that can be taught using a multicultural education model. From the results of the analysis, it can be explained that the sub-material concerning the cultivation of aqidah cannot be taught using the four multicultural education models: Intergroup Relations Model (Pluralistic Learning and Teaching Synthesis), Class Management Models and Human Rights Strategies, Two-Language Learning Models, Models Ethnic Studies. Aqidah submaterial has definite character and is not negotiable. Whereas the models are more appropriate to be used in moral teaching given that each student's culture has a significant difference.Keywords: Multicultural Education, akidah akhlak

Kepemimpinan Transformasional dalam Rekonstruksi Peran Agama di Indonesia Lesilolo, Herly Janet
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol 1, No 1 (2012): Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi
Publisher : Graduate School, Universitas Negeri Yogyakarta

Abstrak Indonesia dalam Orde Baru sangat kuat menekankan ideal-ideal sentralisasi, otoritarianisme dan birokratisme. Konteks ini mengakibatkan terjadinya kemerosotan peran agama. Satu sisi, praktek ketidakpedulian etik, ketidakpedulian moral dan ketidakpedulian sosial semakin melekat dengan perilaku manusia beragama. Disinilah letak peran penting pemimpin agama, untuk merekontsruksi peran agama, hingga peran agama menjadi suatu kebutuhan utuh bagi pemeluknya. Kepemimpinan transformasional, dengan ciri utama perubahan diri diharapkan dapat merekonstruksi peran agama di Indonesia dengan: Pertama, menginternalisasi hak, kesamaan dan kesetaraan dalam lingkung kehidupan beragama. Kedua, membumikan makna martabat manusia yang bernilai dalam berinteraksi dan berkomunikasi. Ketiga, menerapkan apresiasi toleransi keragaman. Keempat, memobilisasi kolektif dengan adaftif sebagai upaya penghilangan diskriminasi, stereotipe dan prasangka, dan Kelima, membangun demokrasi dalam dialog, dengan keadilan, kedamaian, kebebasan dan humaniterisme.

PENANAMAN NILAI-NILAI DASAR HUMANIS RELIGIUS ANAK USIA DINI KELUARGA PERKOTAAN DI TK ISLAM TERPADU Seniati Sutarmin; Darmiyati Zuchdi; Siti Partini Suardiman
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol 2, No 2 (2014)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk mendeskrepsikan penanaman nilai-nilai dasar humanis religius di TK Islam Terpadu Full Day School dengan metode kualitatif naturalistik. Subjek penelitian adalah kepala sekolah, guru, karyawan, orang tua peserta didik, dan pengurus yayasan. Hasil penelitian sebagai berikut: (1) tujuan penanaman nilai-nilai dasar humanis religius, yaitu mewujudkan generasi berakhlak mulia yang kuat iman dan ilmu; (2) metodenya BCM (bermain, cerita, menyanyi), tausyiah, pemberian nasihat pekanan, pembiasaan, dan keteladanan; medianya barang, orang, situasi sosial, dan permainan interaktif nonelektronik; (3) partisipasi orang tua dengan memberikan materi, memantau, mengevaluasi nasihat pekanan, dan melalui Pokja POMG (komite sekolah) dengan bersama-sama mencari solusi saat terjadi hambatan penanaman nilai-nilai dasar humanis religius; (4) keselarasan pemaknaan antara orang tua dan sekolah tentang nilai-nilai dasar humanis religius didukung kesamaan agama, etnis, dan filosofi Jawa; (5) perilaku anak di sekolah dan di rumah semakin baik setelah mendapatkan penanaman nilai-nilai dasar humanis religius. Kata kunci: nilai humanis religius, akhlak mulia, TK Islam Terpadu

PENDIDIKAN KADER DAN PESANTREN MUALLIMIN MUHAMMADIYAH YOGYAKARTA Azhar, Azhar; Wuradji, Wuradji; Siswoyo, Dwi
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol 3, No 2 (2015): Desember
Publisher : Graduate School, Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk (1) mengkaji, menganalisis, dan mendeskripsikan model pendidikan kader berbasis pesantren di Madrasah Muallimin Muhammadiyah Yogyakarta; (2) mengungkap kehidupan budaya Podok Pesantren Muallimin Muhammadiyah Yogyakarta. Jenis penelitian ini adalah penelitian kualitatif dengan pendekatan studi kasus. Lokasi penelitian pada Madrasah Muallimin Muhammadiyah Yogyakarta. Pengambilan data menggunakan metode pengamatan, wawancara mendalam, dan dokumen, catatan lapangan, rekaman arsip. Hasil penelitian adalah sebagai berikut. (1) Pendidikan kader di Madrasah Muallimin mempersiapkan kader kemanusiaan, keummatan, di masa mendatang yang kuat secara ketauhidan, kepribadian, dan keilmuan. Tahap awal menghasilkan kader ulama, pemimpin, muballigh dan pendidik melalui pendidikan dan pelatihan. belajar kemuhammadiyahan lebih mendalam, mencakup historis, organisatoris, dan ideologis, serta mampu memeragakan nilai muhammadiyah itu sendiri. Model pendidikan kader berbasis pesantren meliputi:(a) Input,: menggunakan raport; psikotes; representasi/keterwakilan daerah. (b) Process: memadukan sistem sekolah modern dan asrama pesantren melalui uswah (keteladanan). Strategi pengkaderan, Kurikulum yang dikembangkan untuk perubahan, (c) Output: 95% lulusan melanjutkan ke perguruan tinggi. Sebanyak 80% memasuki perguruan tinggi sesuai dengan harapan siswa. (d) Outcome: alumninya berhasil dengan berbagai profesi dan mengembangkan amal usaha Muhammadiyah di daerah asalnya. (2) Kehidupan Pesantren Muallimin Muahammadiyah membangun: budaya kemandirian, budaya taqwa, budaya akhlaqul karimah, budaya amar makruf nahi mungkar, berorientasi kepada keahlian dan keikhlasan.

REVITALISASI NILAI-NILAI BHINNEKA TUNGGAL IKA DAN KEARIFAN LOKAL BERBASIS LEARNING SOCIETY PASCAKONFLIK SOSIAL DI TERNATE Umar Mustafa Sadjim; Noeng Muhadjir; FX Sudarsono
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol 4, No 1 (2016): Juni
Publisher : Graduate School, Universitas Negeri Yogyakarta

Tujuan dari penelitian ini adalah: pertama, mengidentifikasi dan menganalisis secara mendalam nilai-nilai kearifan lokal melalui pendidikan masyarakat (learning society) pascakonflik sosial di Ternate, serta kedua, upaya merevitalisasi nilai-nilai tersebut untuk ditingkatkan dari kearifan lokal menjadi kearifan global. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan postpositivisme phenomenology Interpretif.Tempat penelitian difokuskan pada empat kecamatan yang berada di kota Ternate. Hasil penelitian menunjukkan bahwa, (1) pengembangan nilai-nilai kearifan lokal yang direvitalisasi, melalui: (a) konsensus bersama;(b) reinternalisasi dengan jalur informal, learning society, dan formal.(c) nilai kearifan lokal terdiri dari nilai filosofi, pendidikan, sosial kemasyarakatan, ritual keagamaan, dan nilai kebangsaan. (2) Ternate ikon pluralisme sebagai bentuk kesadaran masyarakat untuk harmoni sosial, yaitu: (a) ketika konflik dan berakhirnya konflik kepercayaan masyarakat menurun, (b) ada subkultur etnis Tionghoa yang merupakan enclave dalam masyarakat Ternate, tetapi harmoni karena ada peran mutualisme, (c) upaya masyarakat yang difasilitasi pemerintah dengan menghimpun berbagai etnis dalam paguyuban dan Forum Pembauran Kebangsaan (FPK) sebagai salah satu upaya untuk mempermudah koordinasi, dan bagi tokoh panutan berada dalam Forum Kerukunan antarUmat Beragama (FKUB). (3) pentingnya Revitalisasi nilai pascakonflik sosial, dapat dilihat dari beberapa faktor, yaitu: (a) tingkat kepercayaan antarumat beragama rendah, (b) tingginya primordial dan fanatisme etnis. (c). tahapan revitalisasi meliputi, transformasi budaya, komunikasi, adaptasi, dan organisasi.Kata kunci: revitalisasi, kearifan lokal, konflik sosial POST SOCIAL CONFLICT REVITALIZATION OF UNITY IN DIVERSITY VALUES AND LEARNING SOCIETY BASED LOCAL WISDOM IN TERNATEAbstractThe aim of this study was: Firts, identify and analyze in depth the values of local wisdom through public education (learning society) after the social conflict in Ternate, and Second, efforts to revitalize these values to be upgraded from local knowledge into global wisdom. The method used is qualitative with phenomenology postpositivisme approach Interpretif.Tempat research focused on four districts in the city of Ternate. The Results of this research are: (1) development of the value of unity in diversity and local wisdom are revitalized, through: (a) consensus; (b) reinternalization with informal channels, learning society, and formal channels, and (c) the value of local wisdom consists of philosophy, educational, social, religious rituals, and nationality. (2) Ternate icon of pluralism as a form of public awareness for social harmony, namely: (a) when the conflict and the end of the conflict decreased public confidence, (b) there is a subculture of Chinese ethnic enclaves within Ternate society, but in harmony because there is the role of mutualism, (c) a community effort facilitated by the government collects in the community and the various ethnic intermingling of the National Forum (FPK) as part of efforts to facilitate coordination, and for being a role model in internal Harmony Forum (FKUB). (3) The importance of post-conflict revitalization of social values can be seen from several factors, namely: (a) the level of trust between religious communities are low, (b) high primordial and ethnic fanaticism, and (c) the stage of revitalization includes cultural transformation, communication, adaptation, and organization.Keywords: revitalization, local wisdom, learning society, social conflicts

Back Matter (index, author guidelines) Team, Editorial
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol 4, No 2 (2016): Desember
Publisher : Graduate School, Universitas Negeri Yogyakarta

Internalisasi nilai-nilai kejuangan Jenderal Soedirman dalam pendidikan karakter di SMA Taruna Nusantara Mokhammad Unggul Wibowo; Djoko Suryo; Dwi Siswoyo
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol 5, No 2 (2017): December
Publisher : Graduate School, Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk mendeskripsikan: (1) nilai-nilai kejuangan Jenderal Soedirman yang diinternalisasi; (2) proses internalisasi nilai-nilai kejuangan Jenderal Soedirman; dan (3) efektivitas internalisasi nilai-nilai kejuangan Jenderal Soedirman di SMA Taruna Nusantara. Penelitian ini adalah deskriptif kualitatif dengan pendekatan fenomenologi. Pengumpulan data menggunakan wawancara, observasi, dan studi dokumentasi. Analisis data menggunakan model analisis data kualitatif Miles Huberman. Hasil penelitian menunjukkan bahwa nilai-nilai kejuangan Jenderal Soedirman yang diinternalisasi di SMA Taruna Nusantara belum dirumuskan secara eksplisit. Internalisasi nilai-nilai kejuangan Jenderal Soedirman dilaksanakan pada tahapan pertama pendidikan karakter, menggunakan pendekatan inspiratif dan pola tindak pengajaran, pengasuhan, dan pelatihan. Internalisasi nilai-nilai kejuangan Jenderal Soedirman di SMA Taruna Nusantara telah memberikan pengetahuan moral (moral knowing) kepada para siswa. Nilai-nilai tersebut diinternalisasi oleh para siswa sehingga mereka memiliki perasaan moral (moral feeling). Dalam menghadapi permasalahan hidup, mereka mengaktualisasikan nilai-nilai kejuangan Jenderal Soedirman tersebut sebagai perilaku moral (moral action).Kata kunci: nilai kejuangan, internalisasi nilai, dan pendidikan karakter THE GENERAL SUDIRMAN STRUGGLE VALUES INTERNALIZATION IN CHARACTER EDUCATION IN TARUNA NUSANTARA SENIOR HIGH SCHOOLAbstractThis study aims to describe: (1) the General Sudirman struggle values which are internalized; (2) the process of the General Sudirman struggle value internalization; and (3) the effectiveness of the General Sudirman struggle values internalization in Taruna Nusantara Senior High School. This study is a qualitative descriptive by using phenomenology approach. Data collection using interviews, observation, and documentation studies. The data analysis used Miles Huberman qualitative data analysis model. The study findings are the General Sudirman struggle values which are internalized in Taruna Nusantara Senior High School have not explicitly formulated. The General Sudirman struggle values internalization done in the first step of character education, using inspirative and teaching pattern approach, parenting, and training. The General Sudirman struggle values internalization in Taruna Nusantara Senior High School Magelang has effectively given moral knowing. Those values then internalized by the students so that they have moral feeling. In facing life problem, they actualize the General Sudirman Struggle Values as moral action.Keywords: struggle values, value internalization, character education

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