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All Journal Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan Jurnal Pendidikan Islam Indonesian Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam
Arfandi Arfandi
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Journal : Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam

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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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1337.224 KB) | DOI: 10.35316/edupedia.v3i2.254

Abstract

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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1399.867 KB) | DOI: 10.35316/edupedia.v2i2.332

Abstract

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

Abstract

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.
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

Abstract

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.
Co-Authors Agus Prima Aspa Hariyanto Hariyanto Kandiri, Kandiri Muhammad Ihwan Munif Shaleh Ramadi Ramadi Ukhtul Iffah