Tatar Pasundan: Jurnal Diklat Keagamaan
Tatar Pasundan e-journal accepts all research and scientific papers from researcher, academics, practitioners who work in the education, training, religious and management issues which may include to these issues: Religious live Civil Society Religious Education Local Wisdom Religiosity Training and development Basic education Education practice on madrasa Public administration
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<![CDATA[PENINGKATAN KOMPETENSI KEPALA RAUDHATUL ATHFAL (RA) DALAM MENGEMBANGKAN PEMBELAJARAN MELALUI MATA DIKLAT PENGEMBANGAN KOMPETENSI SUPERVISI ]]>
<![CDATA[Yayah Kusbudiyah]]>
<![CDATA[ Tatar Pasundan: Jurnal Diklat Keagamaan Vol 12, No 32 (2018): Tatar Pasundan : Jurnal Diklat Keagamaan ]]>
Publisher : <![CDATA[Balai Diklat Keagamaan Bandung ]]>
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DOI: 10.38075/tp.v12i32.51
<![CDATA[Head of Raudhatul Athfal (RA) who is a teacher who is given additional task as Head of school, is required to have supervision competence as a provision to give lesson to children and guidance to RA teacher. Based on data on educational background of Head of RA, only a small part of Head who have background of Early Childhood Education. This is the biggest obstacle for the Head of RA in teaching. The discussion of this paper is limited to Academic supervision, more specifically discussing about learning and learning at Raudhatul Athfal. The Theory Framework is a discussion of Core Competencies, Basic Competencies contained in Curriculum 2013 for RA. The results of research in the form of findings that the head of RA still have a lot to learn about the strategy of learning, especially the strategy through the game in accordance with the field of development that became the learning objectives in RA as contained in indicators of learning that can be observed through Permendikbud no 137 and 146 in2014 about Curriculum 2013 for early childhood and Decree of the Director General of Education no 3489 in 2016. The author recommends for the type of training, should be given material more practical and applicable material. It is expected that this kind of training can be done with more frequencies. Key words: Competence, supervision, the head of RA.]]>
<![CDATA[HAKIKAT DAN TUJUAN DAKWAH DALAM MEWUJUDKAN KEHIDUPAN YANG DAMAI DAN HARMONIS ]]>
<![CDATA[Shohib Shohib]]>
<![CDATA[ Tatar Pasundan: Jurnal Diklat Keagamaan Vol 12, No 32 (2018): Tatar Pasundan : Jurnal Diklat Keagamaan ]]>
Publisher : <![CDATA[Balai Diklat Keagamaan Bandung ]]>
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DOI: 10.38075/tp.v12i32.56
<![CDATA[Da'wah is an attempt to change the situation to a better and perfect situation according to Islamic teachings both to the person and society. With other phrases da'wah is an attempt of the faithful to realize Islam in terms of life both to individuals, families, society. Da'wah is the actualization of faith and duties and sacred duties of every Muslim according to their capacity and capability respectively as the embodiment of Islam rahmatan lil alamin.Melalui search related literature on da'wah, this paper discusses the nature and purpose of Islamic da'wah. Key words : Da'wah, Obligations, Rahmatan lil alamin]]>
<![CDATA[KARAKTERISTIK PENDIDIKAN KARATER SISWA PADA JENJANG PENDIDIKAN DASAR ]]>
<![CDATA[Ramin Ramin]]>
<![CDATA[ Tatar Pasundan: Jurnal Diklat Keagamaan Vol 12, No 32 (2018): Tatar Pasundan : Jurnal Diklat Keagamaan ]]>
Publisher : <![CDATA[Balai Diklat Keagamaan Bandung ]]>
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DOI: 10.38075/tp.v12i32.52
<![CDATA[Educating children character of the "now" era requires an effort that is not simple.Various negative behaviors and even crime are not the least done by children of elementary age. It makes parents worry about their child's future. Madrasah Ibtidaiyah and SDIT are basic educational institutions that have almost the same characteristics that is dominant in religious education. From the content of the subjects, giving some general knowledge, guiding attitude, and fostering behavior are the hallmarks of both. However, each of these institutions has its disadvantages, whereas madrasahs on knowledge dissemination generally, while SDIT on the socialization of religious education to the wider community. Key words: Educating Character, Basic Education, religious education]]>
<![CDATA[PEMBELAJARAN IPS DALAM PERSPEKTIF KURIKULUM 2013 ]]>
<![CDATA[Yoyo Supriono]]>
<![CDATA[ Tatar Pasundan: Jurnal Diklat Keagamaan Vol 12, No 32 (2018): Tatar Pasundan : Jurnal Diklat Keagamaan ]]>
Publisher : <![CDATA[Balai Diklat Keagamaan Bandung ]]>
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DOI: 10.38075/tp.v12i32.57
<![CDATA[The curriculum is pretty basic guidelines in teaching and learning in education. Knowingly or not that the success or failure of an education, success or failure in achieving educational goals more or less dependent on the curriculum. Curriculum 2013 to develop learning experiences that provide opportunities for students to master the competencies required for the life of the present and the future. If the curriculum is designed well, systematic, comprehensive, and integral to all development and learning needs of learners to prepare themselves to face life in the future, then the expected goals would be realized. In reality the provision of education tend to cognitive, intellectual intelligence priority, and lack of education of character and personality. Key words: Study of Social Sciences, Learning, In Curriculum 2013.]]>
<![CDATA[URGENSI PENGUATAN PEMIKIRAN MODERASI ISLAM DALAM PENDIDIKAN AGAMA DI MADRASAH ]]>
<![CDATA[Mumuh Muhtarom]]>
<![CDATA[ Tatar Pasundan: Jurnal Diklat Keagamaan Vol 12, No 32 (2018): Tatar Pasundan : Jurnal Diklat Keagamaan ]]>
Publisher : <![CDATA[Balai Diklat Keagamaan Bandung ]]>
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DOI: 10.38075/tp.v12i32.53
<![CDATA[Violence in the name of religion often occurs. Yet when viewed in terms of religious substance, it turns out all religions teach peace, harmony, and goodness. But in fact, why there are acts of violence in the name of religion? Here is where the historical and sociological roots are traced to the rise of violence in the name of religion. Indeed, within a certain period and period, there is often religious violence as an implication of conflict of interest among people who use religious legitimacy. So here is the importance of restoring religious understanding to its original substance values. Apparently, relevant to the religious life of Muslims in Indonesia is to continue to foster and develop Islamic moderation thoughts that are balanced, fair, and mid. Here is the urgency of strengthening the thinking of moderation of Islam in Indonesia as expected by the Ministry of Religious Affairs of the Republic of Indonesia. Key words: Splinter Flow, Religious Violence, Moderation of Islam, Liberal, Radical.]]>
<![CDATA[PENDIDIKAN NILAI DAN KARAKTER DALAM PEMBELAJARAN IPS DI MADRASAH TSANAWIYAH ]]>
<![CDATA[Marjuki Marjuki]]>
<![CDATA[ Tatar Pasundan: Jurnal Diklat Keagamaan Vol 12, No 32 (2018): Tatar Pasundan : Jurnal Diklat Keagamaan ]]>
Publisher : <![CDATA[Balai Diklat Keagamaan Bandung ]]>
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DOI: 10.38075/tp.v12i32.58
<![CDATA[This study aims, firstly to reveal the values that can be developed in the subjects of social studies. both want to know the efforts that have been done by IPS MTs teachers. in implementing character education in IPS learning. The method used in this research is qualitative descriptive research. The research object is the teachers of IPS MTs in West Java who become participants of substantive training in increasing the competence of young teachers of IPS MTs. in Bandung Religious Training Center which took place on 06 s.d. April 17, 2017. Technique of data retrieval is done by interview, and filling in questionnaire. The results of this study indicate that; First the teachers carry out character education in IPS learning as a hidden curriculum (hidden curriculum). Both learning strategies conducted by teachers in implementing character education in IPS learning is through learning materials and activities such as disciplinary cultivation, honesty, and responsible attitude, hard work, and never give up. Key words: value and character education, social studies learning.]]>
<![CDATA[TIPOLOGI PERGERAKAN DAKWAH ISLAM DI INDONESIA ]]>
<![CDATA[Dudung Abdul Rohman]]>
<![CDATA[ Tatar Pasundan: Jurnal Diklat Keagamaan Vol 12, No 32 (2018): Tatar Pasundan : Jurnal Diklat Keagamaan ]]>
Publisher : <![CDATA[Balai Diklat Keagamaan Bandung ]]>
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DOI: 10.38075/tp.v12i32.54
<![CDATA[The dynamics of Islamic propagation movement in Indonesia continues to grow significantly. From since its presence until now, the movement of Islamic propagation in Indonesia beloved country continues to show proud results. Although there are obstacles with the occurrence of religious violence events. But in general, Islamic da'wah development in Indonesia is more robust and dynamic. A condition of attainment of da'wah that must be maintained and developed. When looking at the aspect of the form of movement, at least against the three typologies, namely: the movement of propagation in structural, cultural, and social mobility. These three movements have advantages and disadvantages, so complement and complement each other to advance the da'wah of Islam in Indonesia. How is the typology of Islamic propagation movement, here is the explanation. Key words: Da'wah, Jihad, Hijrah, Culture, Social Mobility, Structural.]]>
<![CDATA[KONTRIBUSI UJI KOMPETENSI CALON PENGAWAS MADRASAH TERHADAP PENGEMBANGAN INSTRUMEN SUPERVISI MANAJERIAL ]]>
<![CDATA[Nana Umar Sumarna]]>
<![CDATA[ Tatar Pasundan: Jurnal Diklat Keagamaan Vol 12, No 32 (2018): Tatar Pasundan : Jurnal Diklat Keagamaan ]]>
Publisher : <![CDATA[Balai Diklat Keagamaan Bandung ]]>
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DOI: 10.38075/tp.v12i32.50
<![CDATA[Research in the field of madrasah supervisors is still very lacking, this study fills the less space. The problem of this research is whether the competency test of madrasah supervisor candidate conducted by the Regional Office of the Ministry of Religion of West Java Province has contributed to the development of managerial supervision instruments in the training of the formation of candidates for supervisors of madrasah conducted at BDK Bandung 2015. For the purposes of this study, case study research and as data analysis techniques used simple regression. Anova results show the value of Foutpit = 4.41 while refear table with dk = 1, and df = 69 with 95% confidence level of 3.99. Therefore it can be said that Foutput 4.41 Ftabel 3.34, so H0 rejected and H1 accepted or in other words competence test of candidate supervisor of madrasah have contribution to development of instrument of managerial supervision. The amount of competency test contribution to the development of managerial supervision instrument can be seen from the regression equation Ŷ = 49.77 + 0.26 X. From the regression equation it can be concluded that, every one point increase in competency test will contribute as much as 0.26 points against the development of the instrument managerial supervision. In addition, the supervisory competence test also has a relationship with the correlation coefficient (r=0.247) with the development of managerial supervision instruments. Key words: madrasah supervisor, instrument development, managerial supervision, competency test.]]>
<![CDATA[PENGUKURAN KEBERHASILAN DIKLAT MELALUI MODEL EVALUASI KIRKPATRICK ]]>
<![CDATA[Ai Nurjanah]]>
<![CDATA[ Tatar Pasundan: Jurnal Diklat Keagamaan Vol 12, No 32 (2018): Tatar Pasundan : Jurnal Diklat Keagamaan ]]>
Publisher : <![CDATA[Balai Diklat Keagamaan Bandung ]]>
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DOI: 10.38075/tp.v12i32.55
<![CDATA[This article discusses quantitative research through descriptive method of case study at offcampus PKG training and PKB Aliyah madrasah teacher in Kanmenag Cirebon City. This research is to measure the success of the training through the kirkpatric evaluation model. Evaluation was conducted in 4 stages; Measurement of the success of the training by applying the kirkpatrick evaluation model through four stages. Assessment stage 1: reaction level using the participants' assessment questionnaire on the implementation of training and assessment of widyaiswara. Assessment of participants on the implementation of training average of 85.98 and the assessment of the participants against the widyaiswara of 87.78. Phase 2, the level of learning measurement of training participants includes three aspects, knowledge, skills and attitudes. The average pretest score was 43 and the highest score was 77, the average score of postes 81. The average of pretest and posttest results increased by 65. The average score of the product was 91.66 and the attitude was 88.66. Of the 3 aspects assessed the average score of 80 over the criteria of at least 76.00, then it can be said at this level works well. Phase 3, the quantitative level of behavior average score of the 4 aspects of 3.7. Indicating at this level changes behavior well. While in stage 4 the result level (result level) obtained an average score of 3.8 indicating alumni diklat can improve his career as the impact of training results. Key words:The success rate of the training, the evaluation model of kirkpatrick.]]>
