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ALIRAN-ALIRAN FILSAFAT PENDIDIKAN DAN IMPLEMENTASINYA DALAM PENGEMBANGAN KURIKULUM PENDIDIKAN ISLAM Nursikin, Mukh
ATTARBIYAH: Journal of Islamic Culture and Education Vol 1, No 2 (2016)
Publisher : ATTARBIYAH: Journal of Islamic Culture and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (304.838 KB)

Abstract

Penelitian ini bertujuan untuk memberikan arah yang jelas dan tepat bagi masyarakat tentang kebijakan pendidikan dan implementasinya dengan menggunakan teori pendidikan, yang diinspirasi oleh filsafat pendidikan, dengan pendekatan naturalistik. Narasumber diambil secara snowball dan purposive. Data dikumpulkan melalui teknik observasi, indepth interview, wawancara dan dokumentasi, kemudian dideskripsikan, reduksi, seleksi, dan dianalisa. Dalam proses pendidikan, aliran filsafat progresivisme konstruktivisme dan humanisme menghendaki agar peserta didik dapat menggunakan kemampuannya secara konstruktif dan komprehensif dalam mengembangkan pengetahuan dan potensi yang dimilikinya, tanpa menunggu arahan dan petunjuk dari guru atau siswa lainnya. Dalam pengembangan kurikulum pendidikan; 1) filsafat progresivisme menghendaki kurikulum yang bersifat luwes dan terbuka, dapat dirubah dan dibentuk, sesuai dengan perkembangan zaman dan Iptek; 2) filasafat konstruktifisme menghendaki praktik pembelajaran yang konstruktif, berpusat pada peserta didik, mementingkan kecakapan hidup, membentuk kemampuan riil yang terwujud dalam pengetahuan, sikap, dan perilaku hidup secara nyata, melalui berbagai penilaian yang otentik dengan memanfaatkan proses dan hasil; 3) filsafat humanisme, menghendaki pelayanan peserta didik untuk menemukan makna dalam belajar sesuai tingkat pertumbuhan dan perkembangannya, dengan mengakomodasi kebutuhan pengembangan kemampuan, minat, bakat dan kebutuhan khusus peserta didik, serta mendorong untuk berprestasi dan mencapai keberhasilan, dengan memberikan penghargaan atas capaian prestasi tersebut, baik berupa ungkapan verbal maupun non-verbal. The purpose of this research is to provide clear and appropriate directions for public about education policies and its implementation by using educational theory inspired by the role of educational philosophy. This research used naturalistic approach. Informants are determined with snowball and purposive technique. Data were collected through observation, indepth interview, interviews and documentation, then described, reduction, selection and analyzed. In educational  process progressivism, contructivsm and humanism philosophy wanted tha the students were able to use their abilities constructively and comprehensive in developing their  own knowledge and potensial without guidance from the teacher or other students. In curriculum development of education, progressivism  requires  flexible and open curriculum can be changed and formed in accordance with the changing time and the development of science and technology. Curriculum development in  contructivism phylosophy oriented in competence that aplicated contructivic lesson, students center, life skill, real ability, that can be seen through cognitive, psicomotor and affective in real life by using various outhentic assesments in process and result. In humanism, curriculum development stressed in students service for discovering the understanding of learning  due to their growth and developing with their ability, talent and the special need of the students, encourage them improve their achievement by giving reward for their achievement in verbal or  non-verbal expression. Kata kunci: progresivisme, konstruktivisme, humanisme
Terminology of Indonesia Islamic Education in plurality discourse ., Suwardi; Nursikin, Mukh
ATTARBIYAH Vol 28 (2018): ATTARBIYAH
Publisher : Institut Agama Islam Negeri IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (66.193 KB) | DOI: 10.18326/tarbiyah.v28i0.17-40

Abstract

This  study aims to explore the attitudes of the academic community of the Faculty of Tarbiyah and Science Teachers (FTIK) of the State Islamic Institute (IAIN) Salatiga against the use of Islamic education terminology in Indonesia, so as to know the views of  respondents about Islam is single or plural. This research  uses quantitative descriptive research type. The population of this study are students of the third semester and the fifth semester at FTIK IAIN Salatiga as many as 1763 respondents. Researcher took 355 samples of respondents with cluster random sampling technique. Data collection use questionnaire method. Data were analyzed with descriptive  statistics. The data that has been collected then followed the stages of description, reduction, selection, discussion, analysis and conclusions. This research concluded that the majority of the academic community of IAIN Salatiga were disagree  with the terminology of Islamic education of Indonesia. They are more amenable to use the term Islamic education in Indonesia. This shows that the academic community of the FTIK IAIN Salatiga views that Islam as single rather than plural. The study also found  that  respondents who have more  understanding about the conception of Islamic education who reject the terminology of Islamic education in Indonesia are greater than those who have less understanding of the conception of Islamic education. Therefore, it is suspected that there is a negative correlation between the level of understanding of the concept of Islamic education with plurality attitude.
Eksistensi Madrasah dan Sekolah Islam sebagai Lembaga Pendidikan Islam dalam Sistem Pendidikan Nasional (Studi Kasus di MAN Yogyakarta III dan SMA Muhammadiyah 1 Yogyakarta) Nursikin, Mukh
ISTAWA Vol 3, No 1 (2018): Januari-Juni
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (336.255 KB) | DOI: 10.24269/ijpi.v3i1.1001

Abstract

Islamic education has a very important role in the whole of human life. Education is interaction between people, especially between educators and educated in order to achieve the goals of National education. Efforts and intentions of integrating Madrasah and Islamic schools into the real system of National Education and initiatives began to take place during the New Order period. This research method using naturalistic approach. Resources are main people who are determined by snowball and purposive. Data were collected through observation technique, indepth interview, interview/dialogue and documentation. The results of the study described in the SKB Three Ministerial Decrees are "that the general subject level of the madrasah reaches the same level as the general level of public school at the same level". It is also stipulated that with the achievement of the general subject level of Islamic school madrasah similar to those in the public schools, schools and madrasah and Islamic schools are recognized as having the same status, so that: (a) Islamic madrasah and school diploma may have (b) Madrasah graduates and Islamic schools can continue higher-grade public schools, and (c) Islamic madrasah students and schools may move to public schools of the same level. Thus gradually madrasah (including MA) are integrated into the National Education System.
STRATEGI MUHAMMADIYAH MEMBANGUN MASYARAKAT MASA DEPAN: REFLEKSI HISTORIS- KRITIS PENDIDIKAN NASIONAL Nursikin, Mukh
ISTAWA Vol 1, No 2 (2016): Januari-Juni
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1090.553 KB) | DOI: 10.24269/ijpi.v1i2.170

Abstract

The progress of a nation depends on education. There is no developed nation without going through the educational ladder. Therefore, the challenge for developing countries such as Indonesia is how to make education a cultural strategy towards the progress of the nation. Moreover, if a country is rich in natural resources and also have qualified human resources major, then the country will certainly experience a significant leap of progress. Muhammadiyah as the strength of the nation and laying the foundations participating countries, since the beginning of his birth to take part among others in the education movement. There are several strategy in Muhammadiyah to build future society, (1) Strategy Transformation of Education because education is the process of making man as a human being who understands-nobility. (2) Strategy Moral law legal moral awareness needs to be the cornerstone of our future life. (3) Strategy Implementation of national unity. This principle reflects the character of the Indonesian nation to unite (4) Strategy social systembased society, this system departs from the recognition that anyone has the right in the field and the level of authority of each (5) constructs the basic economic strategy. Muhammadiyah demanded commitment and responsibility in implementing the strategy of building a future society to revitalize the Muhammadiyah education in order to become a strategic institution to enlighten the people and nation.
Implementasi Nilai-Nilai Akhlak terhadap Dosen Kesehatan dalam Prespektif Islam di Akademi Kebidanan Yogyakarta Nursikin, Mukh
ISTAWA Vol 3, No 2 (2018): Juli-Desember
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (334.7 KB) | DOI: 10.24269/ijpi.v3i2.1500

Abstract

Islam is a divine religion that places the values of humanity or personal, interpersonal and community relations in a grand and sublime way, there is no difference from one another, justice, relevance, peace that binds all aspects of humanity. The Yogyakarta midwifery academy is an educational institution that prints professional and independent health workers, the majority of its human resources are women. Of course there are many rules and ethics that must be maintained and adhered to in their activities in providing midwifery services or in teaching and learning activities, such as language style, how to dress and so on, speaking style, how to dress, while maintaining ethics in speaking and dressing. how health lecturers can maintain morals in everyday life both in the academic and non-academic world. So that they can live calmly, respect each other and respect each other respect each other. This study uses a naturalistic approach. Resources are key people who are determined by snowball and purposive. Data are collected through observation techniques, independent interviews, interviews / dialogues and documentation. Data that has been collected is then followed by stages of description, reduction, selection, discussion, analysis and conclusions. Research Results: the implementation of healthy lecturers' ahklak values at the Yogyakarta midwifery academy in dressing the majority of hijab (Muslim fashion) Health lecturers in Muslim dress still many who have not "syari". The profile of midwife lecturers at the Yogyakarta Midwifery Academy has not been optimal in carrying out religious values in the context of Ahklak, implementation of 5S at the Yogyakarta Midwifery Academy lecturers of Health have not fully implemented and have not become 5S culture slogan in academics.
ISLAMIC EDUCATION IN PLURALITY DISCOURSE STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA Nursikin, Mukh
Ri'ayah: Jurnal Sosial dan Keagamaan Vol 4 No 02 (2019): RI'AYAH
Publisher : Post Graduate of State Institute of Islamic Studies Metro ? Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (460.341 KB) | DOI: 10.1234510/ri'ayah.v4i02.1835

Abstract

The differences  of  views  about Islam is single or  plural impact on the debate on the use of terminology of Indonesia Islamic education. This  debate on terminology actually arose among the Muslims who have more understanding about the conception of Islamic education. Therefore, this  study aims to explore the attitudes of the academic community of the Faculty of Tarbiyah and Science Teachers (FTIK) of the State Islamic Institute (IAIN) Salatiga against the use of Islamic education terminology in Indonesia, so as to know the views of  respondents about Islam is single or plural. This research  uses quantitative descriptive research type. The population of this study are students of the third semester and the fifth semester at the State Islamic Institute (IAIN)  at Tarbiyah and Science Teachers (FTIK) Salatiga as many as 1763 respondents. Researcher took  355 samples of  respondents  with cluster random sampling technique. Data collection use questioner method. Data were  analyzed with descriptive  statistics. The data that has been collected then followed the stages of description, reduction, selection, discussion, analysis and conclusions. This research concluded that the majority of the academic community of the State Islamic Institute (IAIN) Salatiga were disagree  with the terminology of Islamic education of Indonesia. They are more amenable to use the term Islamic education in Indonesia. This shows that the academic  community of the Faculty of Tarbiyah and Science Teachers (FTIK)  of the State Islamic Institute (IAIN) Salatiga views   that   Islam as   single rather   than plural. The study   also found  that  respondents who have more  understanding about the conception of Islamic education  who  reject the terminology   of  Islamic education in Indonesia  are greater  than   those   who   have less understanding of     the   conception   of  Islamic    education. Therefore, it   is   suspected  that   there is  a   negative   correlation  between  the   level   of   understanding of the concept of Islamic education with plurality attitude.
ALIRAN-ALIRAN FILSAFAT PENDIDIKAN DAN IMPLEMENTASINYA DALAM PENGEMBANGAN KURIKULUM PENDIDIKAN ISLAM Nursikin, Mukh
ATTARBIYAH: Journal of Islamic Culture and Education Vol 1, No 2 (2016)
Publisher : IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/attarbiyah.v1i2.303-334

Abstract

Penelitian ini bertujuan untuk memberikan arah yang jelas dan tepat bagi masyarakat tentang kebijakan pendidikan dan implementasinya dengan menggunakan teori pendidikan, yang diinspirasi oleh filsafat pendidikan, dengan pendekatan naturalistik. Narasumber diambil secara snowball dan purposive. Data dikumpulkan melalui teknik observasi, indepth interview, wawancara dan dokumentasi, kemudian dideskripsikan, reduksi, seleksi, dan dianalisa. Dalam proses pendidikan, aliran filsafat progresivisme konstruktivisme dan humanisme menghendaki agar peserta didik dapat menggunakan kemampuannya secara konstruktif dan komprehensif dalam mengembangkan pengetahuan dan potensi yang dimilikinya, tanpa menunggu arahan dan petunjuk dari guru atau siswa lainnya. Dalam pengembangan kurikulum pendidikan; 1) filsafat progresivisme menghendaki kurikulum yang bersifat luwes dan terbuka, dapat dirubah dan dibentuk, sesuai dengan perkembangan zaman dan Iptek; 2) filasafat konstruktifisme menghendaki praktik pembelajaran yang konstruktif, berpusat pada peserta didik, mementingkan kecakapan hidup, membentuk kemampuan riil yang terwujud dalam pengetahuan, sikap, dan perilaku hidup secara nyata, melalui berbagai penilaian yang otentik dengan memanfaatkan proses dan hasil; 3) filsafat humanisme, menghendaki pelayanan peserta didik untuk menemukan makna dalam belajar sesuai tingkat pertumbuhan dan perkembangannya, dengan mengakomodasi kebutuhan pengembangan kemampuan, minat, bakat dan kebutuhan khusus peserta didik, serta mendorong untuk berprestasi dan mencapai keberhasilan, dengan memberikan penghargaan atas capaian prestasi tersebut, baik berupa ungkapan verbal maupun non-verbal. The purpose of this research is to provide clear and appropriate directions for public about education policies and its implementation by using educational theory inspired by the role of educational philosophy. This research used naturalistic approach. Informants are determined with snowball and purposive technique. Data were collected through observation, indepth interview, interviews and documentation, then described, reduction, selection and analyzed. In educational  process progressivism, contructivsm and humanism philosophy wanted tha the students were able to use their abilities constructively and comprehensive in developing their  own knowledge and potensial without guidance from the teacher or other students. In curriculum development of education, progressivism  requires  flexible and open curriculum can be changed and formed in accordance with the changing time and the development of science and technology. Curriculum development in  contructivism phylosophy oriented in competence that aplicated contructivic lesson, students center, life skill, real ability, that can be seen through cognitive, psicomotor and affective in real life by using various outhentic assesments in process and result. In humanism, curriculum development stressed in students service for discovering the understanding of learning  due to their growth and developing with their ability, talent and the special need of the students, encourage them improve their achievement by giving reward for their achievement in verbal or  non-verbal expression. Kata kunci: progresivisme, konstruktivisme, humanisme