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All Journal Proceeding Of The International Seminar and Conference 2015 The Journal of Educational Development
Ifada Retno Ekaningrum
Islamic Faculty, Wahid Hasyim University Menoreh Tengah Road X No 22, Semarang, Indonesia
Education

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Development of Curriculum Management Model Based on Multicultural Character in Pesantren Khalafiyah Retno Ekaningrum, Ifada; Widodo, Joko; Wasino, Wasino; Sugiyo, Sugiyo
The Journal of Educational Development Vol 6 No 1 (2018): February 2018
Publisher : The Journal of Educational Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jed.v6i1.20759

Abstract

This article is a result of research on the development of multicultural character-based curriculum management model in the Islamic Boarding School (henceforth: Pesantren) Khalafiyah. The education pattern in Pesantren  Khalafiyah is a boarding school pattern. Pesantren khalafiyah is unique compared to other school types. The schools curriculum is an integrative one that combines the formal school curriculum and the pesantren curriculum. In addition, because learning patterns incorporate habituation to form multicultural characters, the curriculum development model is typically relevant to the typology of Pesantren Khalafiyah. This research was conducted at Pesantren Khalafiyah Assalam Kudus and Pesantren Muhammadiyah Kudus. The data were analyzed using the  Research and Development approach. This study aimed to develop multicultural character-based curriculum management models and procedures. The results show that the boarding school-based Pesantren Khalafiyah has special features seen from the school governance, specialty outputs, curriculum loads, and evaluative models of learning. In addition to applying the formal school curriculum, Pesantren Khalafiyah also applies non-formal charges and hidden curriculum. The cost incurred in this type of school is the overlapping between subjects - the number of subjects is more than that in regular schools - and the evaluation model of learning. The provided solution to the problems of the boarding school requires the development of integrative curriculum, which combines the madrasah, pesantren, and habituation curriculum. The integrative curriculum development design contains curriculum formulation procedures by integrating the formal school curricula with the non-formal curricula (pesantren), including the preliminary evaluation procedures.
Development of Curriculum Management Model Based on Multicultural Character in Pesantren Khalafiyah Retno Ekaningrum, Ifada; Widodo, Joko; Wasino, Wasino; Sugiyo, Sugiyo
The Journal of Educational Development Vol 6 No 1 (2018): February 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jed.v6i1.20759

Abstract

This article is a result of research on the development of multicultural character-based curriculum management model in the Islamic Boarding School (henceforth: Pesantren) Khalafiyah. The education pattern in Pesantren Khalafiyah is a boarding school pattern. Pesantren khalafiyah is unique compared to other school types. The school's curriculum is an integrative one that combines the formal school curriculum and the pesantren curriculum. In addition, because learning patterns incorporate habituation to form multicultural characters, the curriculum development model is typically relevant to the typology of Pesantren Khalafiyah. This research was conducted at Pesantren Khalafiyah Assalam Kudus and Pesantren Muhammadiyah Kudus. The data were analyzed using the Research and Development approach. This study aimed to develop multicultural character-based curriculum management models and procedures. The results show that the boarding school-based Pesantren Khalafiyah has special features seen from the school governance, specialty outputs, curriculum loads, and evaluative models of learning. In addition to applying the formal school curriculum, Pesantren Khalafiyah also applies non-formal charges and hidden curriculum. The cost incurred in this type of school is the overlapping between subjects - the number of subjects is more than that in regular schools - and the evaluation model of learning. The provided solution to the problems of the boarding school requires the development of integrative curriculum, which combines the madrasah, pesantren, and habituation curriculum. The integrative curriculum development design contains curriculum formulation procedures by integrating the formal school curricula with the non-formal curricula (pesantren), including the preliminary evaluation procedures.
Building a Model of Education Based Character Ifada Retno Ekaningrum
Proceeding Of The International Seminar and Conference on Global Issues 2016: The 2nd Annual International Seminar and Conference on Global Issues 2016 (ISCoGI 2016)
Publisher : Proceeding Of The International Seminar and Conference on Global Issues

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Abstract

This article discusses the character-based education model, which is seen from substance classified as value-based education. Thought values-based education based on the experience of history, where there has been a reduction in the value of education, so that its output becomes dry when the value falls in the community. The empirical evidence is difficult to solve corruption, violation of rules became the scene of daily violence in the resolution of social problems often occur, the loss of national character adi Luhung in the younger generation. Subo sito, tata krama , andap asor be a costly item in the interaction between the old and the young. Erosion of national values ​​and local wisdom, has actually started in school. The curriculum structure built on the basis filasafat positivistic, emphasizes cognitive, so slowly but surely, moral education is reduced. Terkesampingkan transcendental truth, truth is replaced with logical, empirical, nomotetik and mechanistic. From there it takes the review towards character-based education. Character Counts in America identifies dimensional characters who made the pillars formulating the direction of education, among others: (1) to be believed (trustzoorthiness); (2) respect and attention (respect); (3) responsibility (responsibility); (4) honest (fairness); (5) care (caring); (6) nationality (citizenship); (7) sincerity (honesty); (8) daring (courage); (9) diligent (diligence); and (10) integrity. Viewed from the standpoint of the process and learning time, character-based education is done in a long time range, which involves internal schools, families and communities. In line with his character, character-based education should be built through entering religious values ​​as a reflection of the character into consideration the state philosophy, empirical experience both, theoretical guides and local knowledge, to go through the process of transformation, habituation, acculturation and empowerment. With this pattern, cultivation of character is expected to do. Keywords: character education, local wisdom, values ​​nationality
Co-Authors Djoko Widodo Sugiyo Sugiyo, Sugiyo Wasino Wasino