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INDONESIA
EDUKASI
Published by Badan Litbang dan Diklat Kementerian Agama RI
ISSN : 16936418     EISSN : 2580247X     DOI : https://doi.org/10.32729/edukasi
Core Subject : Religion, Humanities, Education,
Religion Humanities Education Other
Focus: EDUKASI is a scientific journal dedicated to the study and research of Religion and Religious Education. It is committed to enriching and expanding the body of scientific knowledge relevant for policy-making and the advancement of theoretical and conceptual frameworks. The journal aims to provide valuable literature, data, and information to governmental bodies, education practitioners, and academics to support decision-making and further studies. Scope: EDUKASI is a scientific journal focused on research and development in the field of religious education. The journal accepts articles that make significant contributions to understanding and solving issues in religious education, whether in formal or non-formal institutions. The topics covered include: Management of Religious Education Institutions Roles and Practices of Religious Educators Management and Funding of Religious Education Evaluation, Quality Assurance, and Accreditation of Religious Education The Role of Students in Religious Education Study of educational aspects relating to various diciplines such as psychology, sociology, management, philosophy, theology, anthropology, and political science to enrich the discourse on religious education.
Arjuna Subject : Umum - Umum
Articles 588 Documents
 10   11   12   13   14 
PERAN TEKNOLOGI INFORMASI (TI) DALAM SISTEM PENDIDIKAN DI PESANTRENNURUL HARAMAIN NW (NUSA TENGGARA BARAT)) Farida Hanun
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan EDUKASI | VOLUME 10, NOMOR 1, APRIL 2012
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32729/edukasi.v10i1.150

Abstract

AbstrackThis study aims at describing the management of information and technology-based (IT) education system at Nurul Haramain NW Islamic boarding school, supporting factors and constraints in the use of IT, the impacts on IT use on the changing power of education system and absorption capacity of Islamic boarding school graduates. The research method used was the qualitative approach. The findings showed that a) Information Technology is an inseparable part of the integration system of science and technology and faith and piety, and as a grand strategy in the education and teaching programs of Nurul Haramain NW Islamic boarding school integrally and holistically, b) a supporting capacity factor of IT implementation is the strong role of clerics in developing IT mastery as: facilitators, motivators, accelarators and common users, and c) the impacts on IT utilization provide significant values to the advancement of the education system at the Islamic boarding school and as an important component in the education system.AbstrakPe­ne­li­ti­an ini bertujuan untuk mendeskripsikan pengelolaan sistem Pen­di­dik­an berbasis tek­no­lo­gi dan in­for­ma­si (TI) di pe­san­tren Nurul Haramain NW, faktor penunjang dan kendala da­lam menggunakan TI, dampak penggunaan TI ter­ha­dap daya ubah sistem Pen­di­dik­an dan daya serat output lulusan pe­san­tren. Metode pe­ne­li­ti­an menggunakan pen­de­kat­an kualitatif. Hasil pe­ne­li­ti­an me­nun­juk­kan bah­wa a) Tek­no­lo­gi In­for­ma­si sebagai bagian yang tidak da­pat terpisahkan dari system integrasi IPTEK dan IMTAQ, dan sebagai grand stra­te­gik da­lam program Pen­di­dik­an dan pengajaran di pe­san­tren Nurul Haramain NW secara integral dan holistik, b) Faktor daya dukung terselenggaranya TI ada­lah peranan kiya yang kuat da­lam pengembangan penguasaan TI yang berperan sebagai: fasilitator, motivator, accelarator dan common user, dan c) Dampak pemanfaatan TI memberikan nilai yang sig­ni­fi­kan bagi kemajuan sistem Pen­di­dik­an di pe­san­tren dan sebagai komponen penting da­lam sistem Pen­di­dik­annya
PELAYANAN PENDIDIKAN KEAGAMAAN PADA KOMUNITAS ANAK JALANAN KOTA MEDAN Faiqoh Faiqoh
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan EDUKASI | VOLUME 10, NOMOR 1, APRIL 2012
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32729/edukasi.v10i1.151

Abstract

AbstractEvery citizen has the right to education. There is no difference between one citizen and another. Citizens with physical, emotional, mental, intellectual and / or social disorders shall be entitled to special services. Ideally, street children get education access both general education and religious education. However, it is still unknown how street children acquire adequate education, especially religious education. Using a case study, this paper is intended to explore how religious education services are provided to street children in Medan.AbstrakSetiap warga berhak menda­pat Pen­di­dik­an. Tidak ada perbedaan antara satu warga negara de­ngan warga negara lainnya. Warga negara yang mem­pu­nyai kelainan fisik, emosional, mental,intelektual dan/atau so­si­al berhak memperoleh layanan khusus. Idealnya anak jalanan menda­pat pemenuhan Pen­di­dik­an baik Pen­di­dik­an umum maupun Pen­di­dik­an ke­aga­ma­an. Namun, masih belum diketahui bagaimana anak jalanan memperoleh Pen­di­dik­an secara memadai, terlebih lagi Pen­di­dik­an ke­aga­ma­an. De­ngan menggunakan studi kasus, tulisan ini ingin menggali bagaimana pelayanan Pen­di­dik­an ke­aga­ma­an diberikan kepada anak jalanan kota Medan.
PEMIKIRAN KEAGAMAAN MAHASISWA ISLAM PERGURUAN TINGGI UMUM NEGERI Suprapto Suprapto
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan EDUKASI | VOLUME 10, NOMOR 1, APRIL 2012
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32729/edukasi.v10i1.152

Abstract

AbstractThis study focuses on how is religious thought of Muslim students in Public Colleges? Is it exclusive, inclusive, or liberal? And how far is the level of exclusivism, inclusivism or liberalism of their religious thoughts? The research findings showed that religious thoughts of Muslim students in Public Colleges tended to be exclusive and inclusive. The tendency of their religious thought was more strongly influenced by religious thoughts and activities at intra-campus organizations. The implication was religious guidance for Muslim students of Public Colleges, particularly those studying about Islamic Education, needed to consider the tendency of religious thought of Muslim students, especially from curriculum preparation aspects and religion learning models.AbstrakMasalah utama da­lam pe­ne­li­ti­an ini ada­lah bagaimana pe­mi­kir­an keagama­an ma­ha­sis­wa Islam di Perguruan Tinggi Umum (PTU) Negeri, apakah eksklusif, inklusif, ataukah liberal? Dan seberapa jauh tingkat eksklu­si­vis­me, inklusivisme, atau liberalisme berpikir ke­aga­ma­an mereka? Hasil pe­ne­li­ti­an me­nun­juk­kan bah­wa pe­mi­kir­an ke­aga­ma­an maha­sis­wa Islam PTU Negeri cenderung eksklusif dan insklusif. Kecenderungan berpikir ke­aga­ma­an me­re­ka lebih kuat dipe­nga­ruhi oleh aktivitas dan pe­mi­kir­an ke­aga­ma­an di intra kampus. Implikasinya, pembinaan ke­aga­ma­an bagi ma­ha­sis­wa Islam PTU Negeri khususnya perkuliahan Pen­di­dik­an Agama Islam perlu mempertimbangkan kecenderungan pe­mi­kir­an ke­aga­ma­an ma­ha­sis­wa Islam, terutama dari aspek penyusunan kurikulum dan model-model pem­be­la­jar­an agama.
PENELITIAN EVALUASI PENYELENGGARAAN DIKLAT JARAK JAUH (DJJ) Hayadin Hayadin
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan EDUKASI | VOLUME 10, NOMOR 1, APRIL 2012
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32729/edukasi.v10i1.153

Abstract

AbstractThis study aims at determining the context, input, process and output of distance education and training organized by the Ministry of Religious Affairs since 2009. This study used the survey method at research sites covering Ja­kar­ta education and training center, Bandung education and training center, Surabaya education and training center, Semarang education and training center, Denpasar education and training center, Banjarmasin education and training center, Makassar education and training center, Padang education and training center, Palembang education and training center and Medan education and training center. The data collection was done by interviews, questionnaires, observations, and study of documents. The study concluded that distance education and training of technical personnel conducted since 2009 at 4 education and training centers and in 2010 at the entire education and training centers (12 education and training centers) have contributed to three things: a). Increasing the number of education and training participants, b). Providing ICT competencies to lecturers and staff of education and training centers to be on-line tutors and administrators of distance education and training, and c). Providing Virtual Learning Environment (VLE), hardware and software in the form of internet websites with contents that support the distance learning.AbstrakPe­ne­li­ti­an ini bertujuan untuk mengetahui konteks, input, proses dan output pe­nye­leng­ga­raan diklat jarak jauh yang di­se­leng­ga­ra­kan oleh Ke­men­te­ri­an Agama RI sejak tahun 2009. Pe­ne­li­ti­an ini menggunakan metode survei, pada lokasi pe­ne­li­ti­an yang meliputi balai diklat Ja­kar­ta, balai diklat Bandung, balai diklat Surabaya, balai diklat Semarang, balai diklat Denpasar, balai diklat Banjarmasin, balai diklat Makassar, balai diklat Padang, balai diklat Palembang dan balai diklat Medan. Pengumpulan data menggunakan teknik wawancara, angket, observasi, dan studi dokumen. Pe­ne­li­ti­an menyimpulkan bah­wa pe­nye­leng­ga­raan diklat jarak jauh tenaga teknis dilaksanakan sejak tahun 2009 pada 4 balai diklat dan pada tahun 2010 pada seluruh balai diklat (12 BDK) telah memberikan kontribusi ter­ha­dap tiga hal, yaitu: a). Me­ning­kat­kan jumlah peserta diklat; b). Memberikan kompetensi TIK kepada widyaiswara dan staf balai diklat untuk menjadi tutor on-line dan administrator diklat-jarak jauh; dan c). Menyediakan Virtual Learning Environtment (VLE), hardware dan software da­lam bentuk web-site internet de­ngan content yang mendukung pem­be­la­jar­an jarak jauh.
STUDI EKSPERIMEN: PENGARUH STRATEGI PEMBELAJARAN DAN MINAT BELAJAR SISWA TERHADAP HASIL BELAJAR FIQIH Lisa'diyah Ma'rifataini
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan EDUKASI | VOLUME 10, NOMOR 1, APRIL 2012
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32729/edukasi.v10i1.154

Abstract

AbstractThis study aims at examining the effect of Coo­pe­ra­tive learning stra­te­gies and competitive learning stra­te­gies to improve student learning outcomes in Fiqh subject associated with student interest. The research method used is experimental method with a 2x2 factorial design, the population target of which is the entire students of State Islamic Junior High Schools (MTsN) in East Ja­kar­ta. The findings of this study are: first, as a whole, the Fiqh learning outcomes of students treated using the Coo­pe­ra­tive learning were higher than those treated using the competitive learning. Second, for students who have a high interest in learning, the Fiqh learning outcomes of students treated using the Coo­pe­ra­tive learning were higher than those treated using the competitive learning. Third, for students who have low interest in learning, the Fiqh learning outcomes of students treated using the competitive learning were higher than those treated using the Coopera­tive learning. Fourth, There was an interaction effect between the Coo­pe­ra­tive learning and the competitive learning and students’ interest in learning (high and low) to the Fiqh learning outcomes of students.AbstraksiStudi ini bertujuan untuk menguji pe­nga­ruh stra­te­gi pem­be­la­jar­an kooperatif dan stra­te­gi pem­be­la­jar­an kom­pe­ti­tif da­lam me­ning­kat­kan hasil be­la­jar sis­wa pada mata pelajaran Fiqh dikaitkan de­ngan mi­nat belajar sis­wa. Metode pe­ne­li­ti­an yang dipakai ada­lah Eks­pe­ri­men de­ngan desain faktorial 2x2, po­pu­la­si targetnya ada­lah seluruh sis­wa MTs Negeri se-Ja­kar­ta Timur. Temuan dari hasil studi ini ditemukan: pertama, Secara keseluruhan, hasil be­la­jar Fiqih sis­wa yang diberi perlakuan Pem­be­la­jar­an kooperatif lebih tinggi dari hasil be­la­jar Fiqih sis­wa yang diberi pembelajaran kom­pe­ti­tif. Kedua, sis­wa yang me­mi­li­ki mi­nat be­la­jar tinggi, hasil be­la­jar Fiqih bagi sis­wa yang diberi perlakuan Pem­be­la­jar­an kooperatif lebih tinggi dari sis­wa yang diberi pem­be­la­jar­an kom­pe­ti­tif. Ketiga, sis­wa yang me­mi­li­ki mi­nat be­la­jar rendah, hasil be­la­jar Fiqih bagi sis­wa yang diberi pem­be­la­jar­an kom­pe­ti­tif, lebih tinggi dari yang diberi perlakuan Pem­be­la­jar­an kooperatif. Keempat, Terda­pat pe­nga­ruh interaksi antara Pem­be­la­jar­an kooperatif dan kom­pe­ti­tif learning de­ngan mi­nat bela­jar (tinggi dan rendah) ter­ha­dap hasil be­la­jar Fiqih sis­wa.
PENDIDIKAN AGAMA ALTERNATIF: STUDI KASUS SEKOLAH ALAM NURUL ISLAM YOGYAKARTA Wahid Khozin
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan EDUKASI | VOLUME 10, NOMOR 2, AGUSTUS 2012
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32729/edukasi.v10i2.155

Abstract

AbstractIn the current age of information, it is increasingly difficult to find a moral bulwark for students who are unsurprisingly still in the developmental age. Some experts indicate that the last bulwark is in religious education. However, religious education yet still receives criticism, excessively oriented to knowledge that has not been able to substantially change the behavior of students in accordance with the religious education they have learned. In the context of taking the religious education closer to the behavior of students in the society, alternative religious education could be an option of solution. In this regard, this is what Sekolah Alam Nurul Islam (Nurul Islam Natural School) of Yogyakarta provides, which is to integrate religious education into other subjects. AbstrakDi era informasi seperti sekarang ini semakin sulit menemukan benteng moral bagi anak didik yang nota bene masih dalam usia perkembangan. Beberapa ahli mensinyalir bahwa benteng terakhir berada pada pendidikan agama. Namun, pendidikan agama toh masih mendapat kritik, yang terlalu ber­orientasi pada pengetahuan sehingga belum banyak bisa mengubah perilaku peserta didik sesuai dengan pendidikan agama yang diperolehnya. Dalam konteks mendekatkan antara pendidikan agama dengan perilaku peserta didik dalam masyarakat maka pendidikan agama alternatif bisa menjadi pilihan sebagai solusi. Dan ini yang dilakukan Sekolah Alam Nurul Islam Yogyakarta yaitu dengan mengintegrasikan pendidikan agama ke dalam mata pelajaran lainnya.
BUILDING PEACE GENERATION: HOW THE ISLAMIC VALUES OF PEACE TO BE EDUCATED IN INDONESIA Ayi Yunus Rusyana
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan EDUKASI | VOLUME 10, NOMOR 2, AGUSTUS 2012
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32729/edukasi.v10i2.156

Abstract

AbstrakDalam dua tahun terakhir, Indonesia mengalami masalah yang sangat kompleks berhubungan demgan kekerasan yang terjadi di dalam masyarakat. Anak-anak atau remaha biasanya menjadi korban konflik dan kekerasan tersebut. Sayangnya, problem ini telah diasosiasikan dengan ajaran Islam sejak peristiwa bom Bali pada tahun 2001 dan 2002 yang melibatkan beberapa pesantren dan siswa muslim. “Peace Generation” (PG), yang didirikan di Bandung-Jawa Barat, telah mengembangkan program pendidikan perdamaian yang kreatif yang didasarkan kepada ajaran Islam. Komunitas ini telah mem­produksi beberapa seri modul yang disebut dengan “12 Nilai Perdamaian” yang diajarkan di sekolah Islam dan komunitas remaja lainnya. Selain itu, Peace Generation telah menciptakan beberapa program dalam rangka menyebarkan nilai-nilai dasar perdamaian. Respon dari beberapa siswa menunjukkan bahwa program ini telah diimplementasikan dengan sukses. Dengan demikian, kita bisa melihat bahwa Islam dapat memainkan peranan yang sangat penting dalam menyebarkan nilai-niali perdamaian jika kita mengembangkan ajaran Islam dengan cara yang kreatif.AbstractFor the two last decades, Indonesia has experienced a critical problem related to violence amongst its citizens. Children or young people usually become the victims of the conflict and violence. Unfortu­nately, this problem has been associated with Islamic teaching since the Bali Bombings in 2001 and 2002 involving some Pesantren (Islamic Schools) and Islamic students. “Peace Generation” (PG), founded in Bandung, West Java, has been developing a creative peace education program based on Islamic teaching. It has produced a unique series of modules, entitled “12 Basic Values of Peace,” which are taught in Islamic schools as well as youth communities. In addition, Peace Generation has created some great programs to disseminate Islamic values of peace. The responses of students show that this program has been successfully implemented. Therefore, we can see that Islam is able to play a significant role in spreading the values of peace if we develop Islamic teaching in creative ways.
HUBUNGAN ANTARA KOMPETENSI PEDAGOGIK GURU AGAMA DENGAN MOTIVASI DAN PRESTASI BELAJAR SISWA DI SMP PGRI 1 CIBINONG Masruro Masruro
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan EDUKASI | VOLUME 10, NOMOR 2, AGUSTUS 2012
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32729/edukasi.v10i2.157

Abstract

AbstractThis study used the descriptive analytic method with the survey technique, which took place in May and June 2012 at SMP (Junior High School) PGRI 1 Cibinong, Bogor District. This study population was students of grade VIII of SMP PGRI 1 Cibinong, Bogor District, amounting to 426 students. Sam­ples taken were 20% of the population numbered 86 students, using the proportional sampling cluster technique. From the results of correlation analysis using the Kendall Tau-b formula, it is shown that most teacher pedagogical competence variables (X), which include sub-variables of mastery of learning theory and principles of educating (X1), ability to conduct educational learning (X3), ability to facilitate potential development of students (X4), ability to communicate effectively, empathetically and politely with students (X5), and ability to conduct assessment and evaluation process and learning outcomes (X6), are significantly correlated with the students’ motivation variables (Y1). Only one sub-variable, namely the implementation of curriculum development PAI (X2), is not significantly correlated positi­vely with students’ learning motivation (Y1). Teacher pedagogical competence (X) is not significantly associated with student achievement in general positively (Y2), but significantly correlated with lear­ning achievement sub-variable, namely as the formative achievement (Y2.1).AbstrakPenelitian ini menggunakan metode deskriptif analitik dengan teknik survai yang berlangsung pada bulan Mei sampai Juni 2012 di SMP PGRI 1 Cibinong, Kabupaten Bogor. Populasi penelitian ini adalah siswa kelas VIII SMP PGRI 1 Cibinong, Kabupaten Bogor yang semuanya berjumlah 426 orang. Sampel diambil sebanyak 20 % dari populasi sehingga terdapat 86 orang dengan menggunakan teknik cluster proportional sampling. Dari hasil analisis korelasi menggunakan rumus Tau-b Kendall menunjukkan sebagian besar variabel kompetensi pedagogik guru (X) yang meliputi sub variabel pe­nguasaan teori belajar dan prinsip-prinsip mendidik (X1), kemampuan menyelenggarakan pembelajaran yang mendidik (X3), kemampuan memfasilitasi pengembangan potensi peserta didik (X4), kemampuan berkomunikasi efektif, empatik dan santun dengan peserta didik (X5), dan kemampuan menyelenggara­kan penilaian dan evaluasi proses dan hasil belajar (X6) berhubungan nyata dengan variabel motivasi belajar siswa (Y1). Hanya satu sub variabel, yaitu implementasi pengembangan kurikulum PAI (X2) yang tidak berhubungan nyata positif dengan motivasi belajar siswa (Y1). Kompetensi pedagogik guru (X) tidak berhubungan secara nyata positif dengan prestasi belajar siswa secara umum (Y2), namun berhubungan nyata positif dengan sub variabel prestasi belajar yaitu prestasi formatif (Y2.1).
KESIAPAN MADRASAH DALAM PELAKSANAAN WAJIB BELAJAR 12 TAHUN Nurudin Nurudin
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan EDUKASI | VOLUME 10, NOMOR 2, AGUSTUS 2012
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32729/edukasi.v10i2.158

Abstract

AbstractThe purpose of this study is to determine: 1) local government policies in the implementation of 12-year compulsory education, 2) policies of the Ministry of Religious Affairs on the implementation of 12-year compulsory education in Madrasah Aliyah (Islamic Senior High School) and 3) the readiness of Islamic Senior High School in infrastructure, financial, and educational staff aspects of 12-year com­pulsory education. This study used the qualitative approach with a policy analysis. Data sources were obtained and collected from interviews, observation and documentation. The findings included: comple­tion of 9-year compulsory education at Elementary School/ Islamic Elementary School and Junior High School / Islamic Junior High School in Districts / Cities of the study target areas completed, except for a small portion of areas whose GER and NER have not met 95% as pilot program requirements of 12- year compulsory education. Policies of Provincial, District, and City Governments have largely led to the pilot program of 12-year compulsory education. Meanwhile, the policies of the Ministry of Religious Affairs had not prepared the regulatory device, either regulations, guidelines or other technical guidance related to the pilot program of 12-year compulsory education in Islamic Senior High School. The as­pect of the availability of infrastructure and facilities in Public Islamic Senior High School is adequate and appropriate to the national standards, whereas most Private Islamic Senior High School does not meet minimum standards based on the standardized infrastructure and facilities. Meanwhile, for the financing aspect, no balance between revenue and expenditure is yet found, especially at Private Islamic Senior High School annually.AbstrakTujuan penelitian ini adalah untuk mengetahui: 1) kebijakan Pemerintah daerah terhadap penye­lenggaraan wajib belajar 12 Tahun, 2) kebijakan Kementerian Agama terhadap pelaksanaan program wajib belajar 12 tahun di Madrasah Aliyah dan 3) kesiapan Madrasah Aliyah dalam aspek sarana­prasarana, pembiayaan, dan tenaga kependidikan dalam program wajib belajar 12 tahun. Penelitian ini menggunakan pendekatan kualitatif dengan analisis kebijakan (policy analysis). Sumber data digali dan dikumpulkan dari hasil wawancara, observasi dan dokumentasi. Hasil penelitian ditemukan antara lain: Penuntasan wajib belajar pendidikan dasar 9 tahun pada jenjang SD/MI dan SMP/MTs di Ka­bupaten/Kota pada daerah sasaran penelitian telah tuntas, kecuali sebagian kecil daerah yang APK dan APM belum memenuhi 95% sebagai sarat rintisan program wajib belajar 12 tahun. Kebijakan Pemda Propinsi, Kabupaten, dan Kota sebagian besar telah mengarah pada rintisan program wajib belajar 12 tahun. Sedangkan kebijakan Kementerian Agama belum menyiapkan perangkat regulasi, baik peraturan, pedoman, dan petunjuk teknis lainnya terkait rintisan program wajib belajar 12 tahun di madrasah Aliyah. Pada aspek ketersediaan sarana prasarana di MAN telah memadai dan sesuai standar nasional, sebaliknya di madrasah swasta sebagian besar belum memenuhi standar minimum berdasarkan standar sarana prasarana. Dan pada aspek pembiayaan belum terjadi keseimbangan antara pendapatan dan pengeluaran khususnya pada madrasah swasta dalam setiap tahunnya.
KOMPETENSI KEPALA MADRASAH ALIYAH Umul Hidayati
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan EDUKASI | VOLUME 10, NOMOR 2, AGUSTUS 2012
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32729/edukasi.v10i2.159

Abstract

AbstractThe purpose of this study is to determine the competence of heads of Madrasah Aliyah (Islamic Senior High Schools), which includes five competencies, namely Personality Competence, Managerial Competence, Supervision Competence, Entrepreneurial Competence and Social Competence. This study used the survey approach in six provinces, namely: Banten, Jakarta, West Java, Central Java, Yogyakar­ta and East Java. The findings show that the competence of heads of Madrasah Aliyah (Islamic Senior High Schools) is included in sufficient category with a mean score of 3.8, or about 76% meets the NES. Of the five circumstances, the social competence is the best competence with a score of 4.1 or 82% meets the NES and the entrepreneurial competence is the worst competence with a score of 3.5 or 70% which meets the National Education Standards (NES). AbstrakTujuan penelitian ini adalah untuk mengetahui kompetensi Kepala Madrasah Aliyah yang menca­kup lima kompetensi yaitu Kompetensi Kepribadian, Manajerial, Supervisi, Kewirausahaan dan Sosial. Penelitian ini menggunakan pendekatan survei yang dilakukan di enam propinsi yaitu: Banten, DKI Jakarta, Jawa Barat, Jawa Tengah, DI Yogyakart dan Jawa Timur. Hasil penelitian menunjukan bahwa kompetensi kepala Madrasah Aliyah termasuk kategori cukup dengan rerata skor 3.8 atau sekitar 76% memenuhi SNP. Dari lima kompetensi tersebut, kompetensi sosial merupakan kompetensi terbaik de­ngan skor 4.1 atau 82% memenuhi SNP dan kompetensi kewirausahaan merupakan kompetensi paling kurang baik dengan skor 3.5 atau 70% memenuhi Standar Nasional Pendidikan (SNP) .

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All Issue Vol. 22 No. 2 (2024): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 22 No. 1 (2024): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 21 No. 3 (2023): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 21 No. 2 (2023): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 21 No. 1 (2023): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 20 No. 3 (2022): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 20 No. 2 (2022): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 20 No. 1 (2022): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 19 No. 3 (2021): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 19 No. 2 (2021): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 19 No. 1 (2021): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 18 No. 3 (2020): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 18 No. 2 (2020): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 18 No. 1 (2020): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 17 No. 3 (2019): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 17 No. 2 (2019): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 17 No. 1 (2019): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 16 No. 3 (2018): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 16 No. 2 (2018): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 16 No. 1 (2018): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 15 No. 3 (2017): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan EDUKASI | Volume 15, Nomor 2, Agustus 2017 EDUKASI | Volume 15, Nomor 1, April 2017 EDUKASI | Volume 14, Nomor 3, Desember 2016 EDUKASI | Volume 14, Nomor 2, Agustus 2016 EDUKASI | Volume 14, Nomor 1, April 2016 EDUKASI | VOLUME 13, NOMOR 3, DESEMBER 2015 EDUKASI | VOLUME 13, NOMOR 2, AGUSTUS 2015 EDUKASI | VOLUME 13, NOMOR 1, APRIL 2015 EDUKASI | VOLUME 12, NOMOR 3, DESEMBER 2014 EDUKASI | VOLUME 12, NOMOR 2, AGUSTUS 2014 EDUKASI | VOLUME 12, NOMOR 1, APRIL 2014 EDUKASI | VOLUME 11, NOMOR 3, DESEMBER 2013 EDUKASI | VOLUME 11, NOMOR 2, AGUSTUS 2013 EDUKASI | VOLUME 11, NOMOR 1, APRIL 2013 EDUKASI | VOLUME 10, NOMOR 3, DESEMBER 2012 EDUKASI | VOLUME 10, NOMOR 2, AGUSTUS 2012 EDUKASI | VOLUME 10, NOMOR 1, APRIL 2012 EDUKASI | VOLUME 9, NOMOR 3, DESEMBER 2011 EDUKASI | VOLUME 9, NOMOR 2, AGUSTUS 2011 EDUKASI | VOLUME 9, NOMOR 1, APRIL 2011 EDUKASI | VOLUME 8, NOMOR 3, DESEMBER 2010 EDUKASI | VOLUME 8, NOMOR 2, AGUSTUS 2010 EDUKASI | VOLUME 8, NOMOR 1, APRIL 2010 EDUKASI | VOLUME 7, NOMOR 4, DESEMBER 2009 EDUKASI | VOLUME 7, NOMOR 3, SEPTEMBER 2009 EDUKASI | VOLUME 7, NOMOR 2, JUNI 2009 EDUKASI | VOLUME 6, NOMOR 4, DESEMBER 2008 EDUKASI | VOLUME 6, NOMOR 3, SEPTEMBER 2008 EDUKASI | VOLUME 6, NOMOR 2, JUNI 2008 EDUKASI | VOLUME 5, NOMOR 4, DESEMBER 2007 EDUKASI | VOLUME 5, NOMOR 3, SEPTEMBER 2007 EDUKASI | VOLUME 5, NOMOR 2, JUNI 2007 EDUKASI | VOLUME 5, NOMOR 1, MARET 2007 EDUKASI | VOLUME 4, NOMOR 4, DESEMBER 2006 EDUKASI | VOLUME 4, NOMOR 3, JULI 2006 EDUKASI | VOLUME 4, NOMOR 2, JUNI 2006 EDUKASI | VOLUME 4, NOMOR 1, JANUARI 2006 EDUKASI | VOLUME 3, NOMOR 4, DESEMBER 2005 EDUKASI | VOLUME 3, NOMOR 3, SEPTEMBER 2005 Vol. 3 No. 2 (2005): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 3 No. 1 (2005): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan EDUKASI | VOLUME 2, NOMOR 4, OKTOBER 2004 EDUKASI | VOLUME 2, NOMOR 3, JULI 2004 EDUKASI | VOLUME 2, NOMOR 2, APRIL 2004 EDUKASI | VOLUME 2, NOMOR 1, JANUARI 2004 EDUKASI | VOLUME 1, NOMOR 4, OKTOBER 2003 EDUKASI | VOLUME 1, NOMOR 3, JULI 2003 EDUKASI | VOLUME 1, NOMOR 2, APRIL 2003 EDUKASI | VOLUME 1, NOMOR 1, JANUARI 2003 More Issue