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INDONESIA
TARBIYA : Journal Education in Muslim Society
Published by Universitas Islam Negeri Syarif Hidayatullah Jakarta
ISSN : 23561416     EISSN : 24429848     DOI : -
Core Subject : Education,
Education
TARBIYA: Journal of Education in Muslim Society is a peer-reviewed journal on education in the Muslim world. This journal is published by the Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatullah Jakarta, in partnership with HSPAI (Scholars of Islamic Education), an affiliate of ISPI( Association of Indonesian Scholars of Education). Editors welcome scholars, researchers and practitioners of education around the world to submit scholarly articles to be published through this journal. All articles will be reviewed by experts before accepted for publication. Each author is solely responsible for the content of published articles. P-ISSN: 2356-1416 E-ISSN: 2442-9848
Arjuna Subject : -
Articles 441 Documents
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Strengthening Student’s Spiritual Attitude Through Reflecting Learning Experiences by Teaching Materials Utilization Nursobah, Asep; Suhartini, Andewi; Basri, Hasan; Hayati, Tuti
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 6 NO. 2 2019
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v6i2.10978

Abstract

AbstractSpiritual and social attitudes are important competencies that must be obtained by students through direct or indirect learning. Among the factors that determine the success of strengthening spiritual and social attitudes in learning are teaching materials that enable students to understand the experiences gained. The focus of this study is to strengthen students' spiritual and social attitudes through teaching materials that can make students give meaning to learning experiences. This research was conducted by observing and open questionnaire filling by students regarding the meaningfulness of teaching materials used in learning Islamic education (PAI) to strengthen the competency of spiritual attitudes and social attitudes of students. The results showed that the use of teaching materials in the student's book to reflect learning experiences and follow-up to improve their spiritual and social behaviour had fulfilled the need to reflect the values of spiritual and social attitudes from their learning experiences.AbstrakSikap spiritual dan sosial adalah kompetensi penting yang harus diperoleh oleh siswa melalui pembelajaran langsung atau tidak langsung. Di antara faktor-faktor yang menentukan keberhasilan penguatan sikap spiritual dan sosial dalam belajar adalah bahan ajar yang memungkinkan siswa untuk memahami pengalaman yang diperoleh. Fokus penelitian ini adalah memperkuat sikap spiritual dan sosial siswa melalui bahan ajar yang dapat membuat siswa memberi makna pada pengalaman belajar. Penelitian ini dilakukan dengan mengobservasi dan pengisian quesioner oleh siswa mengenai kebermaknaan bahan ajar yang digunakan dalam belajar PAI untuk menguatkan kompetensi sikap spiritual dan sikap sosial siswa. Hasil penelitian menunjukkan bahwa pemanfaatan bahan ajar yang ada pada buku siswa untuk memaknai pengalaman belajar dan tindak lanjut bagi perbaikan perilaku spiritual dan sosial mereka, belum memenuhi kebutuhan refleksi nilai-nilai sikap spiritual dan sosial dari pengalaman belajar mereka. How to Cite: Nursobah, A., Suhartini, A., Basri, H., Hayat, T. (2019).   Strengthening Student’s Spiritual Attitude Through Reflecting Learning Experiences by Teaching Materials Utilization. TARBIYA: Journal of Education in Muslim Society, 6(2), 117-133. doi:10.15408/tjems.v6i2. 11915. 
Character Building Through Reinforcement of Islamic Learning Nurbaiti, Nurbaiti; Suparta, Mundzier; Syukur, Taufik Abdillah
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 6 NO. 1 2019
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v6i1.10984

Abstract

AbstractThis research explores the effects of teacher’s pedagogical competence and student’s achievement to student’s character building. The research method used is mixed method. Data collected by test, questionnaire, interview and observation. Data analyzed by bivariate correlation and Triangulation. The result of this study proved that character building through reinforcement of Islamic learning is effected by the teacher’s pedagogical competence and student’s achievement.AbstrakTujuan dari penelitian ini adalah untuk mengetahui bagaimana kompetensi pedagogik guru dan prestasi belajar siswa mempengaruhi pembentukan karakter siswa. Metode penelitian yang digunakan adalah metode penelitian campuran (Mixed Method). Pengumpulan data dilakukan melalui tes, angket, wawancara dan pengamatan (observasi). Analisis data dilakukan  dengan korelasi ganda dan triangulasi. Dari hasil penelitian diperoleh hasil bahwa pendidikan karakter siswa dipengaruhi oleh kompetensi pedagogik guru dan prestasi belajar siswa pada Mata Pelajaran Pendidikan Agama Islam. How to Cite : Nurbaiti, Suparta, M., Syukur, T. A. (2019).  Character Building Through Reinforcement of Islamic Learning. TARBIYA: Journal of Education in Muslim Society, 6(1), 36-45. doi:10.15408/tjems.v6i1.10984.
The Pattern of Scientific and Islamic Integration:The Implementation of Curriculum Study Program Based International Qualification Framework Sofyan, Ahmad; Fauzan, Fauzan; Sayuti, Wahdi
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 5 NO. 2 DECEMBER 2018
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v5i2.11102

Abstract

AbstractThe result of this study aims to determine the patterns of scientific and Islamic integration on the curriculum of study programs applying the Indonesian National Qualification Framework, or commonly called KKNI. This study is conducted by using qualitative approach while utilizing document, field observation, and interview as the data collection techniques of this study. Generally, integrated lesson plans with Islamic and Indonesian values in the curriculum of study programs at the Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University in which based on KKNI is still not well-documented. The suitability among ‘graduate profiles’ as the identity of each graduate program was still not proportional directly to the learning achievements or learning outcomes in which has became the reference of the learning implementation. The vision of integration, developed by the university’s stakeholders, has not been well-implemented, either in written documents or in implementation. Nevertheless, in the implementation of learning, most of the study programs, have already integrated the science, Islamic and Indonesian values, both in scientific contexts—for instance, applied in the learning methods, in teaching materials, in the lecture activities—and in the utilization of the Qur’an as one of the sources of lectures.AbstrakHasil penelitian ini bertujuan untuk mengetahui pola integrasi keilmuan dan keislaman pada kurikulum program studi yang menerapkan Kerangka Kualifikasi Nasional Indonesia, atau yang biasa disebut KKNI. Penelitian ini dilakukan dengan menggunakan pendekatan kualitatif sambil memanfaatkan dokumen, observasi lapangan, dan wawancara sebagai teknik pengumpulan data penelitian ini. Secara umum, rencana pembelajaran terpadu dengan nilai-nilai Islam dan Indonesia dalam kurikulum program studi di Fakultas Ilmu Pendidikan, Universitas Islam Negeri Syarif Hidayatullah di mana berdasarkan KKNI masih belum terdokumentasi dengan baik. Kesesuaian antara 'profil lulusan' sebagai identitas setiap program pascasarjana masih belum sebanding secara langsung dengan prestasi belajar atau hasil pembelajaran di mana telah menjadi referensi dari pelaksanaan pembelajaran. Visi integrasi, yang dikembangkan oleh para pemangku kepentingan universitas, belum diimplementasikan dengan baik, baik dalam dokumen tertulis atau dalam implementasi. Namun demikian, dalam pelaksanaan pembelajaran, sebagian besar program studi, telah mengintegrasikan nilai-nilai sains, Islam dan Indonesia, baik dalam konteks ilmiah - misalnya, diterapkan dalam metode pembelajaran, bahan ajar, dalam kegiatan kuliah - dan dalam pemanfaatan Alquran sebagai salah satu sumber kuliah.  How to Cite : Sofyan, A., Fauzan., Sayuti, W. (2018).  The Pattern of Scientific and Islamic Integration:The Implementation of Curriculum Study Program Based International Qualification Framework. TARBIYA: Journal of Education in Muslim Society, 5(2), 212-224. doi:10.15408/tjems.v5i2.11102.
The Omani Distance Learning Program to Teach the Holy Quran: Analytical Descriptive Study Al-Musawi, Ali Sharaf; Al Akhzami, Salim; Al Hinai, Abdullah
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 6 NO. 1 2019
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v6i1.11182

Abstract

AbstractThis study aimed to investigate the usefulness of Omani distance-learning program to teach the Holy Quran and identify its advantages and disadvantages as viewed by the program stakeholders (administrators, teachers, students). The study used both analytical and descriptive approaches. The study sample was selected using purposive sampling to be representative of the study community of administrators, teachers and students. A survey questionnaire, consists of 19 statements, was designed and measured to ensure its validity and reliability. The findings indicated high satisfaction among the stakeholders on most items of the questionnaire with regard to the educational components of the program with a mean score of 4.16. Additionally, the findings showed that there was no statistically significant difference between the stakeholders’ views in terms of the gender, both male and female, variables. The study recommended that the program administrators should work to enhance the positive aspects of the program highlighted by the study and to avoid the passivity emerged from the study..AbstrakPenelitian ini bertujuan menyelidiki kegunaan program pembelajaran jarak jauh di Oman untuk mengajarkan Al-Quran dan untuk mengidentifikasi kelebihan dan kekurangan yang dilihat oleh para pemangku kepentingan program (administrator, guru, siswa). Penelitian ini menggunakan pendekatan analitis deskriptif. Sampel penelitian dipilih menggunakan purposive sampling untuk mewakili komunitas studi dari administrator, guru dan siswa. Kuesioner survei yang terdiri dari (19) pernyataan dirancang dan diukur untuk memastikan validitas dan reliabilitasnya. Temuan menunjukkan kepuasan yang tinggi di antara para pemangku kepentingan pada sebagian besar item kuesioner berkenaan dengan komponen pendidikan program dengan skor rata-rata (4,16). Selain itu, temuan menunjukkan bahwa tidak ada perbedaan yang signifikan secara statistik antara pandangan para pemangku kepentingan dalam hal variabel gender (pria / wanita). Studi ini merekomendasikan bahwa administrator program harus bekerja untuk meningkatkan aspek positif dari program yang disorot oleh penelitian dan untuk menghindari kepasifan yang muncul dari penelitian. How to Cite : Al Akhzami, S., Al Hinai, A., Al Musawi, A. (2019).  The Omani Distance Learning Program to Teach the Holy Quran: Analytical Descriptive Study. TARBIYA: Journal of Education in Muslim Society, 6(1), 1-9. doi:10.15408/tjems.v6i1.11182.
Teacher Professionalism in Indonesia, Malaysia, and New Zealand Kholis, Nur; Murwanti, Murwanti
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 6 NO. 2 2019
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v6i2.11487

Abstract

AbstractIssues related to teacher professionalism may differ among countries. In Indonesia, the problems of teacher professionalism are connected to pre-service education and the lack of continuous professional development. In Malaysia, the major issues are concerned with teaching and management skills of teachers. In New Zealand, teachers face major issues related to work overload and the feeling of poor payment. Using a qualitative approach, this conceptual research paper discusses the issues of teacher professionalism and how the government takes roles in the continuing professional development of teachers in Indonesia, Malaysia and New Zealand. The research data was collected from the existing literature containing descriptions and discussions on the research topic and then analyzed using content analysis. The major findings of the study include that these three counties have issued laws, legislation, and regulations regarding the teacher profession. Then, teachers in the three countries are required to have the teacher’s standard competence embodied with a certificate. In addition,  before entering the classroom, all New Zealand teachers must have a certificate of teaching eligibility, while in Malaysia and Indonesia, the teacher certification is executed when teachers are already in the service. Finally, compared to Indonesia and Malaysia, New Zealand has a complete plan for improving teacher professionalism. The study concludes that the three countries put serious effort into improving the teaching profession. Similar research with more country samples would enrich the understanding of ways in which teacher professional development is conducted, thus providing valuable lessons for future reflections.AbstrakMasalah terkait dengan profesionalisme guru mungkin berbeda di setiap negara. Di Indonesia, masalah profesionalisme guru terkait dengan pendidikan pra-jabatan dan kurangnya pengembangan profesional berkelanjutan. Di Malaysia masalah utama berkaitan dengan keterampilan mengajar dan manajemen guru. Di Selandia Baru, guru menghadapi masalah besar terkait dengan kelebihan beban kerja dan persepsi terhadap rendahnya gaji guru.  Menggunakan pendekatan kualitatif, artikel penelitian konseptual ini membahas masalah profesionalisme guru dan bagaimana pemerintah berperan dalam pengembangan profesional guru berkelanjutan di Indonesia, Malaysia dan Selandia Baru. Data penelitian dikumpulkan dari literatur yang berisi deskripsi dan diskusi tentang topik penelitian, dan kemudian dianalisis menggunakan analisis konten. Temuan utama dari penelitian ini adalah bahwa tiga negara ini telah mengeluarkan undang-undang, peraturan perundang-undangan, dan peraturan tentang profesi guru. Kemudian, guru di tiga negara harus memiliki kompetensi standar guru yang diwujudkan dengan sertifikat. Selain itu, sebelum memasuki ruang kelas, semua guru Selandia Baru harus memiliki sertifikat kelayakan mengajar, sementara di Malaysia dan Indonesia sertifikasi guru dilaksanakan ketika guru sudah berada dalam layanan. Akhirnya, dibandingkan dengan Indonesia dan Malaysia, Selandia Baru memiliki rencana yang lebih lengkap dalam meningkatkan profesionalisme guru. Studi ini menyimpulkan bahwa ketiga negara melakukan upaya serius dalam meningkatkan profesi guru. Penelitian serupa dengan lebih banyak sampel negara akan memperkaya pemahaman tentang cara-cara di mana pengembangan profesional guru dilakukan, sehingga memberikan pelajaran berharga untuk refleksi di masa depan.How to Cite: Kholis, N., Murwanti. (2019).   Teacher Professionalism in Indonesia, Malaysia, and New Zealand. TARBIYA: Journal of Education in Muslim Society, 6(2), 179-195. doi:10.15408/tjems.v6i2. 11487. 
Assessing Student Social Studies Learning: Effects of Learning Environment, Inquiry, and Student Learning Interest Rosfiani, Okta; Akbar, Ma’ruf; Neolaka, Amos
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 6 NO. 1 2019
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v6i1.11593

Abstract

AbstractThis study aims to examine the effect of the learning environment, inquiry, and learning interest on student social studies learning assessment. The participants involved in this study are 130 students from public primary schools in South Jakarta. Data collection consists of social studies learning score, learning environment scale, inquiry scale, and learning interest scale. The results of the study show that the learning environment, inquiry, and learning interest directly influenced student social studies learning assessment in which inquiry and learning interest have a significant effect on student social studies learning assessment.AbstrakPenelitian ini bertujuan untuk menguji pengaruh lingkungan belajar, inkuiri, dan minat belajar terhadap penilaian belajar Ilmu Pendidikan Sosial (IPS) siswa. Peserta yang terlibat adalah 130 siswa dari sekolah dasar negeri di Jakarta Selatan. Pengumpulan data terdiri dari skor pembelajaran IPS, skala lingkungan belajar, skala inkuiri, dan skala minat belajar. Hasil penelitian menunjukkan bahwa lingkungan belajar, inkuiri, dan minat belajar secara langsung mempengaruhi penilaian belajar IPS siswa. Dimana inkuiri dan minat belajar memiliki pengaruh yang signifikan terhadap penilaian pembelajaran IPS.How to Cite : Rosfiani, O., Akbar, M., Neolaka, A. (2019).  Assessing Student Social Studies Learning: Effects of Learning Environment, Inquiry, and Student Learning Interest. TARBIYA: Journal of Education in Muslim Society, 6(1), 46-57. doi:10.15408/tjems.v6i1.11593.
THE PROSPECT OF INTEGRATED AND HOLISTIC MADRASAH EDUCATION SYSTEM (IHMES) IN THE PHILIPPINES: A Sustainable Approach to Prevent Violent Extremism Cayamodin, Jamel Rombo
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 6 NO. 1 2019
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v6i1.11628

Abstract

ABSTRACTThe madrasah education system in the Philippines was recently impugned as a source of radicalized Muslim Filipino youths. This assertion was based on the presumption that most radicalized youths who happened to be members of either the revolutionary groups or the ISIS-inspired groups went through the diverse madrasah institutions in the country. This indictment, however, may be parti pris to the substantial majority of Muslim Filipino youths who served the nation in various capacities as also a product of various madrasah institutions in the Philippines and abroad. More vividly, many of the highly educated Muslim Filipino youths are actively engaged in various government and non-government programs on preventing and countering violent extremism. These two opposing views made the examination of the dynamics of the Philippine madrasah education system imperative to vindicate the issue. Using analysis of documents, the study found that there are challenges and gaps in the implementation of the madrasah programs even though it is mandated by existing legislations, policies, and peace agreements. Thus, a sustainable integrated and holistic madrasah education system (IHMES) acquiescent to the religio-cultural orientations of Muslim Filipinos is proposed to empower Muslim communities, eliminate various social ills particularly violent extremism, and meaningfully participate in nation-building.  ABSTRAKSistem pendidikan madrasah di Filipina akhir-akhir ini dibantah telah menjadi sumber bagi radikalisasi pemuda Muslim Filipina. Pernyataan ini didasari pada dugaan bahwa generasi muda yang paling banyak terpapar radikalisme dan menjadi anggota grup revolusioner ataupun grup yang terinspirasi oleh ISIS menempuh pendidikan di berbagai institusi madrasah di negara tersebut. Meski begitu, dakwaan ini mungkin saja merupakan prasangka atas adanya mayoritas pemuda Muslim Filipina yang bekerja dalam melayani negara di bergagay bidang yang juga merupakan lulusan dari institusi-institusi madrasah, baik di dalam maupun luar Filipina. Lebih jelasnya lagi, kebanyakan pemuda Muslim Filipina yang berpendidikan tinggi berperan aftif dalam berbagai program, baik yang diadakan oleh pemerintah maupun swasta dalam rangka menangkal dan melawan ekstrimisme dan kekerasan. Kedua pandangan yang menentang ini membuat pemeriksaan dinamika sistem pendidikan madrasah Filipina sangatlah penting, demi membuktikan kebenaran kasus ini. Dengan menggunakan analisis terhadap dokumen yang ada, studi ini pun menemukan fakta bahwa terdapat tantangan dan kesenjangan dalam penerapan program madrasah, meskipun mereka telah berada di bawah pengawasan perundang-undangan yang ada, kebijakan, dan juga perjanjian kedamaian. Oleh karenanya, sebuah sistem pendidikan madrasah yang terintegrasi dan holistik yang berkelanjutan (integrated dan holistic madrasah education system, IHMES) sepakat pada orientasi agama-budaya Muslim Filipina agar dapat diajukan, hal tersebut betujuan dilakukannya pemberdayaaan komunitas Muslim demi menyingkirkan berbagai penyakit sosial, terutama ekstrimisme kekerasan, dan yang juga berarti sebuah partisipasi dalam membangun negara.                 
Educational Honesty: The Main Philosophical Value in School M.Suud, Fitriah; Sutrisno, Sutrisno; Madjid, Abd.
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 6 NO. 2 2019
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v6i2.11769

Abstract

AbstractThis study aims at exploring the educational honesty that a school in Aceh has created to discover the fundamental principles and definitions of honesty education that schools have built up to promote integrity in the schools. Data collected through a qualitative approach, interview, observation, and documentation study. The results of this research showed that educational honesty could work well because it focused on universal, academic, and professional principles that established philosophical values.  The definition of truth designed from the foundation level of schools, schools in general and taught in detail in the classroom. The concept of educational honesty is stronger because it has included in the Vision, Mission, Objectives, and School Programs. This research expected to offer a new idea of honesty education in schools.AbstrakStudi ini bertujuan untuk mengeksplorasi kejujuran pendidikan yang telah diciptakan oleh sebuah sekolah di Aceh untuk menemukan prinsip-prinsip dasar dan definisi pendidikan kejujuran yang telah dibangun oleh sekolah untuk meningkatkan integritas di sekolah-sekolah tersebut. Data dikumpulkan melalui pendekatan kualitatif, wawancara, observasi, dan studi dokumentasi. Hasil penelitian ini menunjukkan bahwa kejujuran pendidikan dapat bekerja dengan baik karena berfokus pada prinsip-prinsip universal, akademik, dan profesional yang menetapkan nilai-nilai filosofis. Definisi kebenaran dirancang dari tingkat dasar sekolah, sekolah pada umumnya dan diajarkan secara rinci di kelas. Konsep kejujuran pendidikan lebih kuat karena sudah termasuk dalam Visi, Misi, Tujuan, dan Program Sekolah. Penelitian ini diharapkan dapat menawarkan gagasan baru tentang pendidikan kejujuran di sekolah.How to Cite: Suud, F. M., Sutrisno, Majid, A. (2019).   Educational Honesty: The Main Philosophical Value in School. TARBIYA: Journal of Education in Muslim Society, 6(2), 141-154. doi:10.15408/tjems.v6i2. 11769.
The Implementation of Multicultural Education and Extra-Curricular Activities at Pesantren Rahman, Bambang Arif
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 6 NO. 2 2019
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v6i2.11915

Abstract

AbstractThis study aims to investigate how pesantren (Islamic boarding schools) conducts extra-curricular activities (ECAs) and how pesantren promotes multicultural education for students through ECAs Pesantren is portrayed as an exclusive educational institution that creates a generation of radical and intolerant Muslims. However, this study describes how one pesantren in Indonesia has carried out and substantially supported the implementation of multicultural education among students through ECAs. The pesantren has made a valuable effort to promote the recognition, understanding, and awareness of Indonesian SARA (Suku, Agama, Ras, Antar-golongan/ethnic, religious, racial, and inter-groups) issues. This qualitative study involved in-depth interviews with Kyai (top leader/principal), ECA teachers, and students. The study also observed the various ECAs at Pesantren Assalaam, and students completed a questionnaire. Pesantren Assalaam structures its ECAs to instil knowledge of, provide a supportive environment for, and help students experience the cultural diversity of the country. The school focuses on awareness of the relationship among various ethnicities, religions, and local cultures. Students are inculcated with the fundamental values of multicultural education, such as tolerance, respect, togetherness, and appreciation. This study proposes a model of multicultural education implementation for pesantren.AbstrakPenelitian ini bertujuan untuk menyelidiki bagaimana pesantren melakukan kegiatan ekstra kurikuler (ECA) dan bagaimana pesantren mempromosikan pendidikan multikultural untuk siswa melalui ECA. Pesantren digambarkan sebagai lembaga pendidikan eksklusif yang menciptakan generasi Muslim radikal dan tidak toleran. Namun, penelitian ini menggambarkan bagaimana satu pesantren di Indonesia telah melaksanakan dan secara substansial mendukung implementasi pendidikan multikultural di kalangan siswa melalui ECA. Pesantren telah melakukan upaya yang berharga untuk mempromosikan pengakuan, pemahaman, dan kesadaran SARA Indonesia (Suku, Agama, Ras, Antar-golongan / etnis, agama, ras, dan antar kelompok). Studi kualitatif ini melibatkan wawancara mendalam dengan Kyai (pemimpin puncak/kepala sekolah), guru ECA, dan siswa. Studi ini juga mengamati berbagai ECA di Pesantren Assalaam, dan siswa menyelesaikan kuesioner. Pesantren Assalaam menyusun ECA-nya untuk menanamkan pengetahuan tentang, menyediakan lingkungan yang mendukung, dan membantu siswa mengalami keanekaragaman budaya negara. Sekolah ini berfokus pada kesadaran akan hubungan antara berbagai etnis, agama, dan budaya lokal. Siswa ditanamkan dengan nilai-nilai dasar pendidikan multikultural, seperti toleransi, rasa hormat, kebersamaan, dan penghargaan. Studi ini mengusulkan model implementasi pendidikan multikultural untuk pesantren. How to Cite: Rahman, B. A. (2019).   The Implementation of Multicultural Education and Extra-Curricular Activities at Pesantren. TARBIYA: Journal of Education in Muslim Society, 6(2), 117-133. doi:10.15408/tjems.v6i2. 11915. 
Ability of Mathematical Generalisation Thinking of Mathematics Education Students Fatra, Maifalinda; Angraini, Lilis Marina; Jatmiko, M. Anang
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 6 NO. 1 2019
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v6i1.12315

Abstract

AbstractThe main objectives of this study are: 1) describing and analyzing the mathematical generalization ability of mathematics education students at State Islamic University (UIN) in Indonesia, 2) investigating the differences in mathematical generalization abilities of mathematics education students across State Islamic University (UIN) in Indonesia. The study was conducted at 6 UIN in Indonesia with a sample of  5th semester students using the survey method. The results of this study indicate that: 1) The ability of mathematical generalizations thinking of Mathematics Education students from 6 state Islamic universities in Indonesia can be seen from the average value of each sample.  The average mathematical generalization of Syarif Hidayatullah State Islamic University in Jakarta is higher high than the other 5 state Islamic universities, with the average value of  61.31. 2) There is no difference in the ability of mathematical generalization thinking among mathematics educations students of State Islamic University (UIN) in Indonesia.AbstrakTujuan utama dari penelitian ini adalah: 1) mendeskripsikan dan menganalisis kemampuan generalisasi matematika siswa pendidikan matematika di Universitas Islam Negeri (UIN) di Indonesia, 2) menyelidiki perbedaan kemampuan generalisasi matematika siswa pendidikan matematika di Universitas Islam Negeri (UIN) ) di Indonesia. Penelitian ini dilakukan di 6 UIN di Indonesia dengan sampel mahasiswa semester 5 menggunakan metode survei. Hasil penelitian ini menunjukkan bahwa: 1) Kemampuan berpikir generalisasi matematika siswa Pendidikan Matematika dari 6 universitas Islam negeri di Indonesia dapat dilihat dari nilai rata-rata setiap sampel. Generalisasi matematika rata-rata dari Universitas Islam Negeri Syarif Hidayatullah di Jakarta lebih tinggi daripada 5 universitas Islam negeri lainnya, dengan nilai rata-rata 61,31. 2) Tidak ada perbedaan kemampuan berpikir generalisasi matematika di kalangan mahasiswa pendidikan matematika Universitas Islam Negeri (UIN) di Indonesia.  How to Cite : Fatra, M., Angraini, L. M., Jatmiko, M. A. (2019).  Ability of Mathematical Generalisation Thinking of Mathematics Education Students. TARBIYA: Journal of Education in Muslim Society, 6(1), 69-75. doi:10.15408/tjems.v5i1.12315.

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