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Spiritualitas Kepemimpinan dalam Pengelolaan Pendidikan dan Pembelajaran Arfandi Arfandi
Jurnal Pendidikan Islam Indonesia Vol 4 No 1 (2019)
Publisher : Program Pascasarjana Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/jpii.v4i1.170

Spirituality in leadership is a leadership that leads the worldly dimension to the spiritual dimension. God is a true leader who inspires all deeds, influences and moves the conscience of His servants. Spirituality in leadership is leadership that forms values, attitude, behavior needed for intrinsic motivation to achieve a sense of spiritual survival. Spirituality-based leadership is not only about intelligence and skills in leadership, but also about the values of truth, honesty, integrity, creativity, wisdom, compassion. Spirituality in leadership is the way of a leader to pays attention to how other people can grow, develop and achieve the vision. There are three dimensions of spirituality in leadership they are first, the activities carried out by a manager (leader, head, chairman and others) with other people or groups. Second, the activities have purposes and third, management is carried out in the organization, so that so that becomes organization oriented. Therefore, the spirituality in leadership in the management of learning and education has significant impact on teachers, students, stakeholders, etc.

Implementasi Model Kepemimpinan Kontingensi dalam Pengembangan Lembaga Pendidikan Islam Arfandi Arfandi; Muhammad Ihwan
Jurnal Pendidikan Islam Indonesia Vol 5 No 1 (2020)
Publisher : Program Pascasarjana Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/jpii.v5i1.255

The implementation of the contingency leadership model in the development of Islamic education institutions is one of the platforms for the fulfillment of effective and efficient Islamic education with a variety of infrastructure, regulations, and a sense of responsibility. Contingency leadership is a leadership model explaining that a leader can be effective when the leader style and the leader situation are convenient. Contingency theory assumes that leadership is the process of exercising an influence related to the group task situation.

MEMBENTUK BUDAYA ORGANISASI DI LINGKUNGAN LEMBAGA PENDIDIKAN ISLAM Arfandi Arfandi; Ukhtul Iffah
Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 3 No. 2 (2019): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Organizational culture is the shared values and beliefs that underlying organizational identity. That is an invisible social force that can move people in organization to carry out work activities. Persons in organization learns the culture unconsciously that applies within an organization. Culture is also the main determinant of someone’s wishes and behaviours. Human behaviors are usually influenced by the surrounding environment, so that the values, perceptions, preferences, and behaviors between persons who live in a certain environment can be different from other peoples in other environments. Culture encompasses all knowledges, beliefs, skills, arts, morals, laws, customs, and human habits, as members of society. Culture that consists of ideas, attitudes, values and habits of individuals are learned from their lives in the social environment.

TAHAPAN-TAHAPAN DALAM MANAJEMEN KURIKULUM PADA LEMBAGA PENDIDIKAN ISLAM Arfandi Arfandi; Munif Shaleh
Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 2 No. 2 (2018): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

The preparation and development of the curriculum can not be done recklessly. In Islam, education has the characteristics different from education in general, for example Islamic education emphasizes akhlak, combines science and charity, and so forth. T management science approach is required in the preparation or development of the curriculum, so that the Islamic education curriculum development reflects the characteristics of the school. There are three stages in curriculum development: curriculum planning, curriculum implementation, and curriculum evaluation. This paper contains an explanation of these three stages in relation to the principles, fundamentals and approaches in curriculum development. The concept of management is integrated with the concept of curriculum development in an integral way, so the two concepts become a single concept of curriculum management in Islamic education.

GURU SEBAGAI MODEL DAN TELADAN DALAM MENINGKATKAN MORALITAS SISWA Kandiri Kandiri; Arfandi Arfandi
Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 6 No. 1 (2021): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/edupedia.v6i1.1258

Dalam lingkungan sekolah kewibawaan, keperibadian dan keteladanan yang dimiliki oleh guru akan memberikan dampak yang positif terhapap keperibadian dan moralitas siswa, inilah pemahaman nilai-nilai agama islam yang benar lahir dari proses pelatihan dan pembiasaan atau pembinaan moral dengan memberikan suri tauladan yang baik, kultum, sanksi serta sikap tegas dari seorang guru PAI. Dalam pembinaan moral yang baik tidak didasarkan pada ajaran-ajaran yang sifatnya perintah atau larangan semata. Akan tetapi harus berdasarkan pada pemberian contoh yang baik dari seorang guru yang berada di lingkungan sekolah. Oleh karena itu peran dan tanggungjawab guru dalam meningkatkan moralitas siswa adalah (1) Guru yang memiliki kapasitas sebagai pendidik akan menjadikan dirinya sebagai teladan, panutan dan identifikasi bagi para peserta didik dan lingkungannya. Dengan demikian, ada standar kualitas pribadi tertentu yang harus dimiliki oleh guru yang di dalamnya mencakup kewibawaan, kedisiplinan, kemandirian, dan tanggungjawab. Berkaitan dengan tanggung jawab; guru harus mengetahui, serta memahami nilai, norma moral, dan sosial, serta berusaha berperilaku dan berbuat sesuai dengan nilai dan norma tersebut. (2) Peran guru sebagai model dan teladan yaitu guru merupakan model atau teladan bagi peserta didik dan semua orang yang menganggap dia seperti guru. Sebagai teladan, tentu saja pribadi dan apa yang dilakukan guru akan mendapat sorotan peserta didik serta orang disekitar lingkungannya yang menganggap atau mengakuinya sebagai guru.

PENGARUH LATIHAN CIRCUIT TRAINING TERHADAP DAYA TAHAN ATLET SEPAK BOLA PADA CLUB BROSTER SAMUK KECAMATAN SIANTAN UTARA KABUPATEN KEPULAUAN ANAMBAS Arfandi Arfandi; Ramadi Ramadi; Agus Prima Aspa
Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan Vol 9, No 2 (2022): EDISI 2 JULI-DESEMBER 2022
Publisher : Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract: The problem in this research is the stamina of the football players of Club Broster Samuk, North Siantan District, Anambas Islands Regency, which is still not optimal, many athletes at the 20th minute are tired and the movement is slow. was to determine the effect of circuit training on strength. The population in this research were all soccer athletes using a total sampling technique of 22 athletes. This type of research uses a one-group pre-test-post-test design, using the Bleep Test. Based on the data analysis and discussion described previously, the following conclusions can be drawn: There is an effect of circuit training on the endurance of football athletes in the Broster Samuk team, North Siantan District, Anambas Islands Regency. (8.27 > 1.721), then received H_а.Keywords: Circuit Trauning, Durability, Foot Ball

STRATEGI PEMBELAJARAN EACH ONE TEACH ONE DALAM MENINGKATKAN HASIL BELAJAR SISWA PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM Hariyanto Hariyanto; Arfandi Arfandi
Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 7 No. 2 (2023): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/edupedia.v7i2.2300

The results of observations at SMP Negeri 3 Situbondo showed that student learning outcomes in PAIBP material, especially the Thaharah subject, still reached the percentage of 50% or 16 students who completed out of 32 students. This is because students are still not able to master how to stay well. The reason is not only students but teachers who are less innovative in using learning strategies. Less varied learning models that have been applied by teachers in the field of study do not provide the widest opportunity for students to be active. Although the teacher has tried to make improvements, student learning outcomes are still relatively low. Therefore, efforts or methods can be made to improve student learning outcomes, one of which is by applying the each one teach one learning strategy. The each one teach one learning strategy, the reasons for using this strategy are 1) Support and improve the learning process. 2) Train students to be responsible. 3) This strategy can be used in all subjects: this research has two formulations (1) How is the implementation of the each one teach one learning strategy for the subject of PAIBP thaharah class VII material at SMP Negeri 3 Situbondo for the academic year 2021-2022?, (2) How is it improving student learning outcomes in PAIBP subjects through the implementation of the each one teach one learning strategy for class VII material at SMP Negeri 3 Situbondo for the academic year 2021-2022?. This study uses classroom action research with various kinds of data collection, namely observation, interviews and documentation. Based on the results of the research and discussion, it can be concluded as follows: (1) The application of the learning strategy of each one teach one subject of PAIBP thaharah class VII material at SMP Negeri 3 Situbondo in the 2021-2022 academic year is very effective, (2) There is an increase in student learning outcomes by 19% from 75% of the first cycle to 94% of the second cycle of PAIBP subjects through the application of the each one teach one learning strategy for class VII material at SMP Negeri 3 Situbondo in the 2021-2022 academic year.

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