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All Journal TARBIYA : Journal Education in Muslim Society Jurnal Pendidikan Islam Indonesian Journal of Educational Research (IJER) Edukasi Islami: Jurnal Pendidikan Islam J-MAS (Jurnal Manajemen dan Sains) AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM MANAGERIA: Jurnal Manajemen Pendidikan Islam Jurnal Tarbiyatuna : Kajian Pendidikan Islam Prima Magistra: Jurnal Ilmiah Kependidikan HIKMATUNA: Journal for Integrative Islamic Studies EDUKASI
Jejen Musfah, Jejen
Fakultas Ilmu Tarbiyah Dan Keguruan UIN Syarif Hidayatullah Jakarta
Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Journal : Indonesian Journal of Educational Research (IJER)

 1 
Pengembangan Kurikulum di Komunitas Homeschooling Kak Seto Pusat Jejen Musfah; Nurfitriani Nurfitriani
IJER (Indonesian Journal of Educational Research) Vol. 2 No. 1 (2017): Volume 2 No 1 2017
Publisher : Universitas Islam Negeri (UIN) Sulthan Thaha Saifuddin Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (533.678 KB) | DOI: 10.30631/ijer.v2i1.34

Abstract

Abstrak Penelitian ini bertujuan untuk mengetahui implementasi pengembangan kurikulum yang diterapkan di homeschooling kak seto (HSKS) Pusat. Penelitian ini menggunakan metode kualitatif deskriptif. Sedangkan pengumpulan data diperoleh dengan metode wawancara, observasi dan dokumentasi. Dengan sistem homeschooling yang fleksibel dan disesuaikan dengan kebutuhan siswa maka terdapat 2 program pilihan bagi homeschooler yaitu komunitas dan distance learning. Tetapi fokus penelitian penulis hanya pada program komunitas tingkat SMA. Hasil penelitian ini menunjukkan bahwa implementasi pengembangan kurikulum di homeschooling kak Seto (HSKS) sudah berjalan efektif hal ini terbukti dari konsep yang dibuat oleh HSKS sudah terlihat pelaksanaannya seperti kurikulum cerdas kreatif dan ceria serta pendidikan ramah anak. Isi dari kurikulum HSKS sebagian besar masih menggunakan kurikulum KTSP dan terkait perkembangan psikologi anak. Mata pelajaran yang diberikan pada tingkat SMA hanya berjumlah 7 mata pelajaran yang akan masuk pada ujian nasional paket kesetaraan jurusan IPA dan IPS.Sementara kegiatan pengembangan diri siswa untuk menumbuhkan rasa percaya diri, kreativitas, pengetahuan, sosialisasi dan keterampilan adalah kegiatan Friday class, project class, dan outing.waktu belajar di homeschooling relatif singkat hanya 3 kali dalam seminggu 1 mata pelajaran perhari selama 3 jam 2 hari pembelajaran akademik dan 1 hari kegiatan pengembangan diri. Kegiatan yang berhubungan dengan orang tua di lembaga homeschooling tingkat SMA masih sebatas pengambilan rapor atau parents meetingdan konsultasi dengan psikolog, oleh karena itu walaupun orang tua sibuk dengan pekerjaan diharapkan dapat mengawasi anaknya secara terus menerus. Kata kunci :Implementasi, Kurikulum, Homeschooling Abstract Curriculum Development in Kak Seto’s Homeschooling Community Center The objectives of this study is to determine the implementation of curriculum development implemented in kak Seto’shomeschooling (HSKS) Center. This study used descriptive qualitative method. Meanwhile the data collection was obtained by interview, observation and documentation. By flexible homeschooling system and adjusted to the needs of students then there are two options for homeschoolers program that is community, and distance learning. However, in this study, the writer focuses only on the high school level community programs.The results of this study indicates that the implementation of curriculum development in kak Seto’s homeschooling (HSKS) has implemented effectively, it is proven by concept created by HSKShas already seen its implementation such as creatively intelligentand cheerful curriculum and child-friendly education. The content of the HSKS’scurriculum mostlyused curriculum KTSP and the related to the child’s psychology development. The subjects given at high school level only account for 7 subjects to be entered on the national high school equivalency examinationmajoring science and social science. While the students' self-development activities to foster self-confidence, creativity, knowledge, socialization and skills is Friday class activities, class projects, and outing. The learning duration inhomeschooling is a relatively short, it is only 3 times a week, 1 subject per day for 3 hours 2 days academic learning and 1 day for self-development activities. Activities related to the already in homeschoolinginstitutions for high school level is still limited to report term or a parents meeting and consulting with a psychologist, therefore, even if the parents are busy with their work, it is expected they can continuously supervise their children. Keyword: Implementation,Curriculum, Homeschooling
Pengembangan Kompetensi Pedagogik Guru Sekolah Menengah Kejuruan jejen musfah
IJER (Indonesian Journal of Educational Research) Vol. 2 No. 2 (2017)
Publisher : Universitas Islam Negeri (UIN) Sulthan Thaha Saifuddin Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (94.576 KB) | DOI: 10.30631/ijer.v2i2.40

Abstract

Penelitian ini bertujuan untuk mengetahui dan mendeskripsikan program pengembangan kompetensi pedagogik guru di SMK Islamiyah Ciputat. Metode penelitian yang digunakan adalah pendekatan kualitatif, yaitu untuk mengetahui dan mendeskripsikan mengenai program pengembangan kompetensi pedagogik di SMK Islamiyah Ciputat. Teknik pengumpulan data yang digunakan meliputi wawancara, observasi, dan studi dokumentasi. Pihak yang di wawancara adalah kepala sekolah sebagai subjek penelitian, wakil kepala bidang kurikulum, dan 5 orang guru sebagai sumber data. Observasi yang dilakukan saat aktivitas Kegiatan Belajar Mengajar (KBM) di kelas. Studi dokumentasi dilakukan dengan pengambilan gambar secara langsung dan meminta arsip atau berkas-berkas kepada dewan guru yang di wawancarai terkait dengan kegiatan pengembangan kompetensi pedagogik. Hasil penelitian menunjukkan bahwa program pengembangan kompetensi pedagogik di SMK Islamiyah Ciputat cukup baik. Hal ini terlihat ada beberapa strategi yang dilakukan kepala sekolah dalam mengembangkan kompetensi pedagogik guru diantaranya mengadakan pelatihan, seminar, dan workshop, mengadakan diskusi intern, dan kepala sekolah juga selalu mengikutsertakan guru-guru pada kegiatan pelatihan atau kegiatan pengembangan yang diadakan oleh lembaga lain. Akan tetapi hal ini dilaksanakan hanya sesuai kebutuhan saat itu, dan kegiatan pengembangan kompetensi pedagogik tersebut tidak terjadwalkan secara rutin dan tidak tertulis. Kata kunci: Pengembangan guru, kompetensi pedagogik, sekolah kejuruan Abstract [The Development of Teacher Pedagogical Competence of Islamic Vocational High School]. This study aims to determine and describe the pedagogic teacher competence development program at Vocational High School Islamiyah Ciputat. The research method used is a qualitative approach that is to know and describe pedagogic competence development program at Vocational High School Islamiyah Ciputat. Data collectiontechniques include interviews, observation, and documentation studies. The parties in the interview are principals as research subjects, vice head of curriculum, and 5 teachers as data sources. Observations made during the activities of Teaching and Learning Activities (KBM) in the classroom. Documentation study is done by taking pictures directly and requesting archives or files to the interviewed teacher council related to pedagogic competence development activities. The results showed that pedagogic competence development program at Vocational High School Islamiyah Ciputat was quite good. It is seen that there are several strategies that principals do in developing teacher pedagogic competence such as arranging training, seminars, and workshops, holding internal discussions, and the principal also involves teachers in training activities or development activities organized by other institutions. However, this is done only according to the needs of the time, and the pedagogic competence development activities are not scheduled on a regular or unwritten basis. Keywords: Teacher development, pedagogical competence, vocational school
Co-Authors A Musthofa Asrori Ahmad Sofyan Annisa Nabilah Budi Mulia Desita Erviani Desti Utami Sundari Dian Farrini Fauzan, Fauzan Kholis Ridho Muawam Muawam Muhammad Zahruddin Mukhtar, Muh. Ali Nurfitriani Nurfitriani Ratnaningsih, Sita Siregar, Diana Riski Sapitri Syifa Sayla Ramadhani Syifa’ Nurda Mu’affa T. Ramli Zakaria Taufiqurrahman Taufiqurrahman Upi Rahmawati Wahdi Sayuti