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INDONESIA
Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan
Published by Universitas Islam Negeri Alauddin Makassar
ISSN : 19793472     EISSN : 25805223     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 473 Documents
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GENDER MAINSTREAMING POLICY IN ISLAMIC EDUCATION IN INDONESIA: STUDENTS’ PERCEPTIONS ON GENDER ROLES IN ISLAMIC PRIMARY SCHOOL Sitti Azisah
Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Vol 12 No 2 (2009): DECEMBER
Publisher : Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/lp.2009v12n2a6

Abstract

The Indonesian government has made a strong commitment to eliminate gender discrimination. To achieve greater gender equality and equity, President Abdurrahman Wahid issued the Presidential Instruction Number 9 Year 2000 to promote gender mainstreaming with the objective of achieving gender equality and equity in all sectors of life. This paper investigates gender perspec-tives of the students in three Islamic Primary schools: one state school and two private schools in South Sulawesi, Indonesia. The data were gathered by using a number of techniques: group interviews, student drawings, listing famous people and selecting favorite person from their lists of famous people. Three main points emerged from the study: 1) the majority of students had gender-neutral views on sports/games, employment and a range of other social activities; 2) persistent gender stereotyping of some roles by students; and 3) the students from the three schools had divergent views on gender roles and gender identities.
KONSEP PENDIDIKAN MORAL MENURUT AL-GAZALI DAN ÉMILE DURKHEIM Ratna Ratna
Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Vol 18 No 1 (2015): Jurnal Lentera Pendidikan
Publisher : Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/lp.2015v18n1a6

Abstract

Abstract: The development of science and technology has brought about many changes in society life. However, the main concern here is that the changes have caused the existence of moral crisis. This is based on the fact that the development of knowledge in the area of technology and information is not balanced with the development of moral of modern society. The reality of life that drives educa­tional activity continuously to run and change that demand the new acceleration in educational world, especially moral education. Therefore, the concept of moral education still needs to be specifically examined because the concept of moral education is very important in educational world. Moral education is not a new problem. There are many experts that have formulated the concept of education and have taken moral as not a separated part of educational system. Even, moral education has to integrate the spiritual and intelectual aspects and also normatif  and hystorical aspects (reality). The integration of all these aspects will become the core for the balance between the aspects of cognitive (mind), affective (faith), and pychomotoric (deed) in education practices.Abstrak: Perkembangan sains dan teknologi telah banyak memberi perubahan dalam kehidupan masyarakat. Tetapi, yang memprihatinkan adalah perubahan itu justru mendorong munculnya krisis moral. Hal ini didasarkan pada kenyataan bahwa kemajuan ilmu pengetahuan di bidang teknologi dan informasi tidak selalu sebanding dengan kemajuan di bidang moral pada masyarakat modern. Realitas kehidupan yang menggiring aktivitas pendidikan terus berjalan dan berubah-ubah menuntut adanya suatu akselerasi baru dalam dunia pendidikan terkhusus pendidikan moral. Oleh karena itu, konsep pendidikan moral masih perlu dikaji secara spesifik karena konsep pendidikan moral adalah hal yang sangat penting dalam dunia pendidikan. Pendidikan moral memang bukanlah persoalan baru. Banyak ahli pendidikan telah merumuskan konsep pendidikan dan menjadikan moral sebagai bagian yang tidak terpisahkan dari sistem pendi­dikan. Bahkan pendidikan moral harus mampu mengintegrasikan aspek-aspek spiritual dan intelektual serta aspek normativitas dan historitas (realitas). Integrasi keseluru-han aspek tersebut akan menjadi inti bagi keseimbangan aspek kognitif, (akal), afektif (iman), dan psikomotorik (amal) dalam pendidikan secara praktis.
HAKIKAT EVALUASI: Perspektif Filsafat Pendidikan Islam Nuryamin Nuryamin
Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Vol 14 No 2 (2011): DECEMBER
Publisher : Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/lp.2011v14n2a6

Abstract

Generally in education and especially in school, assessment is meaningful to students, teachers and school it self. For students, there are two possibilities may occur, satisfied or unsatisfied. For teachers, it can be used to know whether or not student master the teaching material. It is also used to know whether or not the teaching method is effective. It may be argued that the teaching method and media are ineffective when most students get lower score. Finally, for school, evaluation may become a basis of improving good learning condition as a prerequisite of qualified school.
PEMBELAJARAN BERBICARA UNTUK MEMBANGUN KOMUNIKASI BELAJAR EFEKTIF Dahliah Patiung
Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Vol 19 No 2 (2016): Jurnal Lentera Pendidikan
Publisher : Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/lp.2016v19n2a9

Abstract

Speaking in formal situations is not easy. Even the intelligent and educated persons are not necessarily adept and skillful in speaking. Many of us, especially students who are still afraid to speak in front of many people, even speaking in front of their friends. In interacting activity, of course, it takes strategy so that the message conveyed to listeners can be received and understood. Communication activities can be divided into two domains, namely formal and non-formal. Communication in the formal domain means to communicate information to the other person in an official forum with a specific theme and with manners as well as the official costume. This activity is usually manifested in the form of speaking in front of people or forums. Communicated in the non-formal domain means to convey information to listeners in informal situations. The scientific term of activities may be regarded as public speaking or speaking in front of people.
PROFESIONALISME GURU SD / MI Nursalim Nursalim
Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Vol 20 No 2 (2017): DECEMBER
Publisher : Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/lp.2017v20n2i10

Abstract

Abstrak:Guru harus memiliki empat kompetensi dasar yaitu; kompetensi pedagogik, kom­petensi kepribadian, kompetensi sosial dan kompetensi profesional. Kompetensi profesional guru Sekolah Dasar/Madrasah Ibtidaiyah yaitu: 1) Menguasai materi, struktur, konsep, dan pola pikir keilmuan yang mendukung mata pelajaran yang diampu, 2) menguasai standar kompetensi dan kompetensi dasar mata pelajaran/bidang pengembangan yang diampu, 3) mengembangkan materi membelajaran yang diampu secara kreatif, 4) mengembangkan keprofesionalan secara berkelanjutan dengan melakukan tindakan reflektif, 5) memanfaatkan teknologi informasi dan komunikasi untuk berkomunikasi dan mengembangkan diri. Profesionalisme guru dapat ditingkat. Upaya-uapaya yang dapat dilakukan dalam meningakatkan prafesionalisme guru yaitu: 1) membaca buku-buku tentang pendidikan, 2) membaca dan menulis karya ilmiah, 3) mengikuti berita aktual dari media pemberitaan, 4) mengikuti pelatihan, 5) mengikuti KKG, 6) melakukan Penelitian Tindakan Kelas (PTK), dan 6) berpartisipasi aktif dalam organisasi profesional.Abstract:Teachers must have four basic competencies namely; pedagogical competence, personality com- petence, social competence and professional competence. Professional competence of teachers of Primary School / primary islamic school includes 1) Mastering the materials, structure, concept, and scientific mindset that support the subjects being taught, 2) mastering the competency standard and basic competency of the subjects being taught, 3) developing the material being taught creatively, 4) develop professionalism in sustainably by doing reflective actions, 5) utilizing information and communication technology to communicate and develop themselves. Teacher professionalism can be leveled. Efforts that can be done in improving teacher profesionalism are: 1) reading books about education, 2) reading and writing scientific papers, 3) following the actual news from news media, 4) joining training, 5) following Teacher Working Group, 6) conducting Classroom Action Research (CAR), and 6) participating actively in professional organizations.
PENDIDIKAN SEBAGAI AGEN PERUBAHAN MENUJU MASYARAKAT INDONESIA SEUTUHNYA Ridwan Idris
Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Vol 16 No 1 (2013): Jurnal Lentera Pendidikan
Publisher : Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/lp.2013v16n1a5

Abstract

 Abstrak: Tulisan ini akan membahas tentang perubahan sosial di Indonesia, proses pendi- dikan di Indonesia, masyarakat Indonesia seutuhnya dan peranan pendidikan sebagai agen perubahan sosial. Saat sekarang ini, pendidikan kita masih jauh untuk dapat  dikatakan  menjadi  agen  perubahan.  Hal  tersebut  dikarenakan  variatifnya tantangan seperti; masalah mutu pendidikan, relevansi pendidikan, akses pendidikan,  manajemen  sistem  pendidikan  nasional,  sumber  pembiayaan,  perbedaan prioritas pengelolaan pendidikan antar-kabupaten/kota sebagai konsekuensi otonomi daerah. Tantangan mesti dihadapi untuk dapat mewujudkan manusia Indonesia yang; religius dan bermoral, menguasai ilmu pengetahuan dan keterampilan, sehat jasmani dan rohani, berkepribadian dan bertanggung jawab. Untuk mewujudkan  masyarakat  Indonesia  seutuhnya,  pendidikan  harus  relevan  dengan empat  pilar  belajar  yaitu;  learning  to  know,  learning  to  do,  learning  to  live  together, dan learning to be. Abstract: This paper discusses about social change in Indonesia, the process of education in Indonesia, the complete Indonesian people and the role of education as an agent of social change. Nowadays, our education is still far to be called as an agent of change.  That  is  because  of  the  varied  challenges  such  as  problems  of  education quality,  relevance  of  education,  access  to  education,  national  education  system management, financing sources, differences in management priorities inter regency/city as a consequence of regional autonomy. Challenges must be overcome to realize  the  Indonesian  people;  which  are  religious  and  moral,  master  of  science and skills, have physically and mentally healthy, have good personality and have responsiblity.  To  realize  the  complete  Indonesian  society,  education  should  be relevant to the four pillars of learning, namely: learning to know, learning to do, learning to live together, and learning to be.  
DISKRIMINASI TERHADAP PENDIDIKAN ISLAM DI INDONESIA: Latar Belakang Muncul dan Upaya Menghilangkannya Anhar Anhar
Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Vol 12 No 1 (2009): JUNE
Publisher : Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/lp.2009v12n1a5

Abstract

Islamic education in Indonesia does not recognize dichotomy system despite the fact that, historically, the dichotomy between secular education and Islamic education in the colonial era did exist. It is claimed that the dichotomy between the two areas is more of a discriminative issue. One alternative solution to this is an integrated model, where centralized management of Islamic education by the Ministry of Religious Affairs and the secular education under the management of the ministry of the national education, to be handled by the local government. This is in accordance with the National Constitution no. 32, 2004 about local government.
TANTANGAN LEMBAGA PENDIDIKAN ISLAM SEBAGAI BENTENG PERTAHANAN MORAL BANGSA Ramli Rasyid
Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Vol 17 No 2 (2014): Jurnal Lentera Pendidikan
Publisher : Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/lp.2014v17n2a7

Abstract

Abstrak: Sejumlah masalah yang dihadapi oleh lembaga pendidikan tampak sangat kom­pleks, di antaranya belum maksimalnya mutu pada semua jenjang pendidikan. Pening­katan kualitas lembaga pendidikan Islam merupakan sesuatu yang mutlak ha­rus dilakukan karena merupakan bagian dari sistem pendidikan nasional. Pening­kat­an mutu lembaga itu bertujuan memberi jaminan kepada masyarakat, yakni suatu jamin­an bahwa penyelenggaraan pendi­dikan itu sesuai de­ngan apa yang seharusnya terjadi dan diharapkan masyarakat. Berdasarkan karakteristiknya, institusi pendidikan Islam tidak hanya mencetak figur intelektual yang potensial, melainkan juga mencetak figur yang berkarakter dan beretika. Perhatian utama dari institusi pendidikan Islam adalah meningkatkan kualitas jasmani dan rohani.Abstract: The problems faced by educational institutions are more complicated. One of them is the quality of all the level education have not increased. The increasing quality of islamic educational institutions is something absolut because it is a part of educational national system. The increasing quality of the institutions have a purpose to give a guarantee to the people, a guarantee that the implementation of the education appropriates with what must be happen and wished by the people. Based on its characteristic, islamic educational institutions not only create the potential intelectually figure (intelectual oriented), but also create the character and ethical figure. The main concern of the islamic educational institution is the improvement of both body and spirit. 
ASPEK-ASPEK PENDIDIKAN DALAM SALAT Salamattang Salamattang
Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Vol 14 No 1 (2011): JUNE
Publisher : Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/lp.2011v14n1a5

Abstract

There are a number of calls for prayer in the Qur’an and Prophetic Tradition. It is the second pillar of Islam and is of great importance to judge the level of belief of a Muslim. Each aspect of prayer contributes some values of education to develop good character in the society. Some researchers and personal experiences have pro-vided evidence of this. This study will discus some aspects of edu-cation derived from the movement of prayer in line with the Qur’an and Prophetic Tradition as well as the research findings and personal experience of others.
KEDUDUKAN GURU SEBAGAI PENDIDIK M. Yusuf Seknun
Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Vol 15 No 1 (2012): Jurnal Lentera Pendidikan
Publisher : Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/lp.2012v15n1a10

Abstract

Abstract: Teacher become a factor that determines the quality of education because they directly face to face with the students in the classroom teaching and learning process. Teacher has complicated duties and responsibilities in carrying out his/her professional duties. The teacher, therefore, should have good competence as well as know his/her own right and responsibility so that he/she becomes the real professional teacher. Teacher is obliged to help the child's development toward good maturity in accordance with Islamic teaching. As a professional position, the teacher is required to have special skills. Therefore, he/she should be given certain right so that he/she can fulfill his/her own duty and responsibility. Professional teacher is required to have specific competency, which include paedagogic, personality, social, and professional competencies.Abstrak: Guru menjadi faktor yang menentukan mutu pendidikan karena guru berhadapan langsung dengan para peserta didik dalam proses pembelajaran di kelas. Guru dalam menjalankan tugas profesionalnya mempunyai tugas dan tanggung jawab yang tidak ringan. Untuk itu, guru harus memiliki dan menguasai kompetensinya dan sekaligus mengetahui hak dan kewajibannya sehingga ia menjadi sosok guru yang betul-betul profesional. Guru berkewajiban membantu perkembangan anak menuju kedewasaan yang sesuai dengan ajaran Islam. Guru sebagai jabatan profesional yang dituntut memiliki keahlian khusus, untuk itu, guru harus diberikan hak-hak tertentu sehingga mereka dapat memenuhi tugas dan tanggung jawabnya. Guru profesional dituntut memiliki kompetensi-kompetensi khusus yang meliputi; paedagogik, kepribadian, sosial, dan profesional.

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