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<![CDATA[INTERNALISASI KARAKTER NASIONALISME DALAM KEDIVERSITASAN ETNIS DI SEKOLAH DASAR ISLAM ]]>
<![CDATA[Wihyanti, Retno]]>;
<![CDATA[Subiyantoro, Slamet]]>;
<![CDATA[Fadhilah, Siti Sutarmi]]>
<![CDATA[ EDUKASIA Vol 13, No 1 (2018): EDUKASIA ]]>
Publisher : <![CDATA[Program Studi Pendidikan Agama Islam ]]>
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DOI: 10.21043/edukasia.v13i1.2881
<![CDATA[Tujuan penelitian ini adalah untuk menggali pemaknaan sikap nasionalis dalam perwujudan yang islami di antara siswa-siswa yang memiliki etnis berbeda-beda di sekolah dasar berbasis agama islam. Sekolah yang digunakan sebagai tempat penelitian adalah Sekolah Dasar Islam Diponegoro, Kota Surakarta. Siswa-siswa di sekolah tersebut mayoritas merupakan keturunan etnis Arab, sedangkan sisanya adalah etnis minoritas seperti etnis Jawa dan Madura. Penelitian ini menggunakan metode kualitatif. Data dikumpulkan menggunakan teknik pengamatan, wawancara mendalam, dan kajian literatur. Teknik pengamatan yang digunakan adalah pengamatan partisipasi pasif, sedangkan wawancara yang digunakan adalah jenis wawancara mendalam. Literatur yang menjadi bahan pengumpulan data adalah literatur dari jurnal nasional dan jurnal internasional. Analisis data dilakukan dengan cara triangulasi. Hasil penelitian menunjukkan bahwa kondisi budaya etnis yang beragam di Sekolah Dasar Islam Diponegoro memberikan tantangan sekaligus peluang bagi pihak sekolah untuk menanamkan nasionalisme dan watak islamiyah. Simpulan penelitian ini adalah keberagaman memberikan bekal nasionalisme yang mendasar karena prinsip-prinsip islamiyah tertanam dalam visi dan misi sekolah.]]>
<![CDATA[PENDIDIKAN KELUARGA MUSLIM DI TENGAH MASYARAKAT MULTI AGAMA: ANTARA SIKAP KEAGAMAAN DAN TOLERANSI (Studi di Desa Suro Bali Kepahiang-Bengkulu) ]]>
<![CDATA[Warsah, Idi]]>
<![CDATA[ EDUKASIA Vol 13, No 1 (2018): EDUKASIA ]]>
Publisher : <![CDATA[Program Studi Pendidikan Agama Islam ]]>
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DOI: 10.21043/edukasia.v13i1.2784
<![CDATA[The article is the result of research triggered by the phenomenon of religious activities and tolerance attitude of Moslem communities in Suro Bali Village. This study aimed to find the information about the educational pattern of Moslem families in the middle of multi-religious community in Suro Bali village, Ujan Mas district, Kepahiang regency in instilling religious teachings and inter-religious tolerance. To obtain the informations, the researcher used a qualitative approach and found some matters as follow: First, the religious attitudes of Moslem communities in Suro Bali village has not been seen yet. This condition proven by the lack of understanding towards Islamic teachings, low-level of motivation in worship and other religious activities. And also, there is no limitation of interreligious relationships and marriages which cause the religious conversion then. Second, the forms of tolerance among religion, such as respecting and safeguarding each other in doing the worship, complimenting and visiting each other, and attending an invitation in the neighborhood. Third, the pattern of religious education for children in the family is by providing exemplary and knowledge to their children, both in home/individually and religious schools. Meanwhile, many tolerance educations were obtained by children through the social interactions in the community. ]]>
<![CDATA[KEMAMPUAN MANAJERIAL KEPALA SEKOLAH DAN KOMITE SEKOLAH PENGARUHNYA TERHADAP BUDAYA ORGANISASI DAN EFEKTIFITAS PENYELENGGARAAN SEKOLAH ]]>
<![CDATA[Masrukhin, Masrukhin]]>
<![CDATA[ EDUKASIA Vol 13, No 1 (2018): EDUKASIA ]]>
Publisher : <![CDATA[Program Studi Pendidikan Agama Islam ]]>
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DOI: 10.21043/edukasia.v13i1.3226
<![CDATA[This study aims to find, describe, predict and verify the theory. Type of survey research with quantitative approach. Sampling technique was done gradually with Cluster Sampling or Sampling Area at High School as many as 100 schools from 105 schools. Data collection using questionnaire. This research consists of two variables, namely exogenous latent variable in this research is the Managerial ability of headmaster (x1) and School Committee (x2). Endogenous latent variables in School Organization Culture (η1) and School Effectiveness (η2). Data analysis techniques used Structural Equation Modeling (SEM). Based on the results of descriptive statistical analysis both exogenous and endogenous latent variables included in good category. Theoretical model expressed fit. The magnitude of the effect of each exogenous variable on the endogenous variable and the contribution of the construct indicator are: (1) School effectiveness is not determined directly by the Managerial ability of headmaster, (2) The School Organization Culture is determined by the Managerial ability of headmaster, (3) School Effectiveness is determined not (4) School effectiveness is not defined by the School Committee, (5) School Organization Culture is not determined by the School Committee, (6) School Effectiveness is not determined directly by the School Committee through School Organization Culture, (7) School effectiveness is determined directly by the School Organization Culture. The contribution of each indicator to the construct is: (1) Managerial ability of headmaster variable is the M3 (Technical Skill) dimension, with a value of R² of 0.76 or 76%., (2) School Committee variable is the K3 dimension (Advisory Agency ), with a R2 value of 0.92 or 92%, (3) School Organization Cultural variable is the dimension of B4 (Philosphy), with an estimated value of 0.67, (4) School Effectiveness variable is the dimension E4 (Standards of Teachers) with an estimated value of 0.99.]]>
<![CDATA[EVALUASI KURIKULUM PELATIHAN DALAM MENINGKATKAN KOMPETENSI PEDAGOGIK GURU PAI DI BALAI DIKLAT KEAGAMAAN JAKARTA ]]>
<![CDATA[Bahrissalim, Bahrissalim]]>;
<![CDATA[Fauzan, Fauzan]]>
<![CDATA[ EDUKASIA Vol 13, No 1 (2018): EDUKASIA ]]>
Publisher : <![CDATA[Program Studi Pendidikan Agama Islam ]]>
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DOI: 10.21043/edukasia.v13i1.2779
<![CDATA[Â This study aims to analyze the curriculum of PAI SD teacher training at Jakarta Religious Training Center, to identify the qualifications of the teaching staff and the Training participants at the Jakarta Religious Training Center, to review the implementation process of the curriculum at the Jakarta Religious Training Center, and to analyze the results of the improvement of pedagogic competence after the participants attended the training. The method used in this research is survey method using evaluative research type with CIPP model (context, Input, Process, Product). Data collection techniques used were observation, interview, questionnaire, document analysis and test. This research found: 1) Design of curriculum Training of Islamic Primary School Education teachers need to be improved formulation of training objectives and competence of Training participants, 2) Teachers Training of Islamic Primary School Teachers Education teachers meet the qualifications determined by R & D Institute of Ministry of Religious Affairs. 3) The qualification of the participants of the Teacher Training for Islamic Primary School Education is not in accordance with the stipulations set out by the IAARD and the Ministry of Religious Affairs, 4) The evaluation of post-training process and evaluation needs to be improved and supplemented with monitoring and evaluation, and mentoring program. 5) The process of education and training at Jakarta Religious Training Center can improve the competence of teachers of Islamic Religious Education of Elementary School in DKI Jakarta.]]>
<![CDATA[PENDIDIKAN WAWASAN KEBANGSAAN DENGAN PENDEKATAN BAYANI DI PONDOK PESANTREN DARUL FALAH BANGSRI JEPARA ]]>
<![CDATA[Rohman, Fathur]]>
<![CDATA[ EDUKASIA Vol 13, No 1 (2018): EDUKASIA ]]>
Publisher : <![CDATA[Program Studi Pendidikan Agama Islam ]]>
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DOI: 10.21043/edukasia.v13i1.2876
<![CDATA[The collision of the country versus the syari’at of Islam come back after the reform era. Pancasila is often accused as a kafir product because it is contradiction with syari’at of Islam. Responding to the phenomenon, Pondok Pesantren Darul Falah Bangsri Jepara provides the students with insight of nationality based on the point of view of Islamic teachings. This research tries to describe the education of nationality insight using bayani approach conducted by PP. Darul Falah. This research is a qualitative research with case study approach. The data were collected using participatory observation, in-depth interviews, and documentation. The data analysis techniques used are qualitative descriptive analysis with three steps. They are reduction, presentation, and ending with verification. The data analysis is conducted continuously from the beginning to the end of the research. The result of the research showed that the implementation of education of nationality insight using bayani approach is based on the emergence of propaganda that Pancasila is not in accordance with syari’at of Islam. Furthermore, there are three important elements of education of nationality insight using bayani approach. First, the teaching material is the text of the book Mitsaq al-Madinah or Pancasila book. Second, the method of learning uses bandongan, memorizing, and takraran. And third, the purpose of learning is understanding, memorizing, and attitude. ]]>
<![CDATA[PENDIDIKAN ISLAM DI MESIR DAN MALAYSIA DI ERA GLOBALISASI KAJIAN PSIKOLOGI POSITIF ]]>
<![CDATA[Saliyo, Saliyo]]>
<![CDATA[ EDUKASIA Vol 13, No 1 (2018): EDUKASIA ]]>
Publisher : <![CDATA[Program Studi Pendidikan Agama Islam ]]>
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DOI: 10.21043/edukasia.v13i1.3252
<![CDATA[AbstrakPenelitian ini dilakukan untuk mengetahui pelaksanaan pendidikan Islam di Mesir dan Malaysia di era globalisasi dalam kajian psikologi positif. Penelitian ini merupakan penelitian kualitatif mengkaji literatur dengan cara mereview sumber bacaan buku dan jurnal. Metode yang digunakan untuk menganalisis penelitian ini menggunakan pola berpikir deduktif induktif. Hasil penelitian menunjukan bahwa seiring dengan tantangan zaman di era globalisasi Negara yang mayoritas muslim di Mesir melaksanakan pendidikan di Negaranya dengan menganut sistem pendidikan sekuler dan sistem Islam. Begitu juga di Malaysia yang memiliki warga Negara multi ras, multi budaya dan multi agama menganut sistem pendidikan tradisional dan pendidikan modern. Kedua Negara tersebut dalam melaksanakan pendidikan Islam dilaksanakan dengan baik. Sebagai penyelenggara pemerintahan baik di Mesir maupun di Malaysia yang mampu melaksanakan pendidikan Islam yang baik, berarti pelaku orang tersebut dalam kajian psikologi positif merupakan orang-orang yang memiliki kepribadian positif dan berpikir positif dalam perspektif psikologi positif.  AbstractThis research was done to investigate the implementation of Islamic education in Egypt and Malaysia in the globalization era in the study of positive psychology. This study is a qualitative study reviewing the literature by way of reviewing the source of reading books and journals. The method used to analyze this study using inductive deductive thinking patterns. The results showed that along with the challenges of the age of globalization muslim-majority state in Egypt carry out education in the country by embracing the secular education system and the Islamic system. So also in Malaysia that has a multi-racial citizens, multi-cultural and multi-religious education system adheres to both traditional and modern education. The two countries in implementing Islamic education properly implemented. As organizers of governance both in Egypt and in Malaysia, capable of performing a good Islamic education, meaning that the actors in the study of positive psychology are people who have a positive personality and positive thinking in the perspective of positive psychology. ]]>
<![CDATA[DESAIN MADRASAH SAINS INTEGRATIF: INTEGRASI SAINS DAN AGAMA DALAM PERANGKAT DAN PELAKSANAAN PEMBELAJARAN ]]>
<![CDATA[Hasanah, Nur]]>;
<![CDATA[Zuhaida, Anggun]]>
<![CDATA[ EDUKASIA Vol 13, No 1 (2018): EDUKASIA ]]>
Publisher : <![CDATA[Program Studi Pendidikan Agama Islam ]]>
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DOI: 10.21043/edukasia.v13i1.3517
<![CDATA[Science and religion are a unity. The difference between the two lies only in the way of view. Knowledge comes from the One God. All kinds of approaches to reality are ultimately capable of being integrated and integrated with the contemplation of the concept of God's oneness. Scientific activity is closely related to the implementation of education. The implementation of education is always based on curriculum development. The existence of curriculum development is based on the emergence of future challenges and competencies. This research aims to describe the design of integrative science and religion in the device and the implementation of learning. The research method used is descriptive qualitative, sample in this research is teacher at MTsN Kota Salatiga. The integration of science and religion is seen only in the implementation of learning, where teachers have introduced the relationship of science and religion through connecting with the verses of the Qur'an. The integration that has been implemented in the madrasah is already on the operational level.AbstrakSains dan agama merupakan satu kesatuan. Perbedaan keduanya hanya terletak pada cara pandang semata. Pengetahuan bersumber pada Tuhan Yang Maha Esa. Semua jenis pendekatan terhadap realitas pada akhirnya mampu disatupadukan dan diintegrasikan dengan melakukan perenungan tentang konsep keesaan Tuhan. Aktifitas saintifik erat hubungannya dengan pelaksanaan pendidikan. Penyelenggaraan pendidikan selalu didasarkan adanya pengembangan kurikulum. Adanya pengembangan kurikulum didasarkan pada munculnya tantangan dan kompetensi masa depan. Penelitian ini bertujuan untuk memaparkan desain madrasah sains integratif dalam perangkat dan pelaksanaan pembelajaran. Metode penelitian yang digunakan adalah deskriptif kualitatif, sampel dalam penelitian ini adalah guru di MTsN Kota Salatiga. Integrasi sains dan agama terlihat hanya pada pelaksanaan pembelajaran, di mana guru sudah mengenalkan hubungan sains dan agama melalui menghubungkan dengan ayat-ayat al-Qur’an. Integrasi yang telah diterapkan di madrasah sudah pada tatataran operasional.Kata Kunci: Integrasi, Sains, Agama, Pembelajaran]]>
<![CDATA[PENGEMBANGAN MATERI PAI BERWAWASAN MULTIKULTURAL DALAM UPAYA MENANAMKAN NILAI KERAGAMAN BAGI SISWA ]]>
<![CDATA[Kamal, Muhiddinur]]>;
<![CDATA[Junaidi, Junaidi]]>
<![CDATA[ EDUKASIA Vol 13, No 1 (2018): EDUKASIA ]]>
Publisher : <![CDATA[Program Studi Pendidikan Agama Islam ]]>
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DOI: 10.21043/edukasia.v13i1.3798
<![CDATA[THE DEVELOPMENT OF ISLAMIC EDUCATION ON MULTICUKTURALÂ IN DEVELOPING THE DIVERSITY VALUE Â Comprehensive understanding of multiculturalism by all components of the nation of children living in Indonesia is very important in building the life of nation and state. Therefore the application of multicultural education in schools becomes a demand considering the conflicts. One attempt to provide that understanding is to teach materials that are multicultural in school. This research is focused on multicultural PAI teaching materials. This study aims to develop PAI materials with multicultural insight as an effort to instill diversity values in SMKN 1 Ampek Nagari Agam district. This research includes development research. the development model used adapted from the McKenny Model. Research has resulted in PAI learning tools that are multicultural in the form of, RPP, and teaching materials that are valid, practical and effective.]]>
<![CDATA[PENGUATAN PENDIDIKAN AGAMA ISLAM PADA MADRASAH ALIYAH DI KUDUS ]]>
<![CDATA[Ihsan, M.]]>
<![CDATA[ EDUKASIA Vol 13, No 1 (2018): EDUKASIA ]]>
Publisher : <![CDATA[Program Studi Pendidikan Agama Islam ]]>
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DOI: 10.21043/edukasia.v13i1.3576
<![CDATA[Secara politis dan yuridis eksistensi madrasah sebagai lembaga pendidikan semakin kokoh dengan keluarnya Undang-Undang No. 2 Tahun 1989 dan Undang-Undang No. 20 Tahun 2003 beserta berbagai regulasi turunannya. Satu sisi regulasi tersebut telah menghantarkan madrasah pada posisi setara dan sederajat bahkan sama dengan sekolah umum. Namun pada sisi lain kedudukan tersebut menghadapkan madrasah pada tantangan dan dilema yang sulit terutama bila dikaitkan dengan kondisi objektifnya. Dampak secara umum dari status baru tersebut, setidaknya menurut beberapa kalangan tertentu, adalah menurunnya kemampuan/penguasaan ilmu agama para lulusan madrasah. Model Penguatan Pendidikan Agama Islam (PAI) dengan mengadopsi sistem pendidikan pesantren ini secara konseptual merupakan manifestasi dari divinity based education. Secara teknis model ini mengadopsi konsep boarding school dan/atau full days school. Dengan konsep ini diharapkan tidak akan ada lagi kendala keterbasan waktu untuk proses pendidikan dan pembelajaran yang berorientasi pada kualitas. Karena dengan konsep ini pendidikan dan pembelajaran di MA tidak hanya dalam formal kurikulum tetapi juga hidden curriculum. Berangkat dari realitas objektif dan tipologi MA di Kudus, Model Penguatan Madrasah Aliyah Berbasis Pesantren sebagai model yang ditawarkan sebagai hasil dari penelitian ini dikelompokkan ke dalam tiga model, yaitu: (1) Madrasah Pesantren (MP), (2) Madrasah Lingkungan Pesantren (MLP), dan (3) Madrasah Sistem Nilai Pesantren (MSNP). Untuk implementasi tiga model tersebut bersifat alternatif sesuai dengan konteks dan kapasitas masing-masing MA. From political and regulatory viewpoints, the existence of Madrasahs as educational institutions get stronger with the issue of Regulation No. 2 Year 1989 and Regulation No. 20 Year 2003 and their derivative regulations. On the one hand, the regulations have helped facilitate the madrasahs get equal footing with public schools – even to some enjoy equal status with public schools – and on the other hand, this new position confronts madrasahs with the challenges due to the fact that many of them have inferior resources. Conceptually, this Islamic boarding-based madrasah model is manifestation of divinity based education concept. Technically, this model adopt concept boarding school and/or full-day school. With this model, it is hoped that there will no more limitation of time to offer quality teaching and education. This model will not only let the madrasahs offer formal curriculum but hidden curriculum as well. Departing from the objective realities and the typology of madrasah aliyah in Kudus, the Islamic boarding-based madrasah as a model offered in this study is classified into three different models, i.e. (1) Pesantren (Islamic boarding) madrasah, (2) Pesantren Environment Madrasah, (3) Pesantren Values System Pesantren. As to implement these models, it is suggested that the madrasah will choose either one of the three which suits best to their contexts and capacities.]]>
<![CDATA[PENERAPAN KURIKULUM MENGACU KKNI DAN IMPLIKASINYA TERHADAP KUALITAS PENDIDIKAN DI PTKIN ]]>
<![CDATA[Maslahah, Any Umy]]>
<![CDATA[ EDUKASIA Vol 13, No 1 (2018): EDUKASIA ]]>
Publisher : <![CDATA[Program Studi Pendidikan Agama Islam ]]>
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DOI: 10.21043/edukasia.v13i1.5717
<![CDATA[Tujuan penulisan ini adalah untuk mengetahui bagaimana penerapan kurikulum mengacu KKNI dan implikasinya terhadap peningkatan kualitas pendidikan PTKIN. Metode penelitian dengan observasi pada IAIN Kudus dilengkapi dengan studi literatur yang dikemas secara deskriptif kualitatif berdasarkan analisis teoretis. Hasil penelitian ini adalah: (1) penerapan kurikulum mengacu KKNI melalui beberapa tahapan, yaitu menyusun capaian pembelajaran, merumuskan merumuskan profil lulusan program studi, perumusan standar kompetensi lulusan learning outcomes, perumusan capaian pembelajaran program studi (program learning outcomes/PLO), perumusan capaian pembelajaran mata kuliah (course leaning outcomes/CLO), menemukenali konsep kunci dan kata kunci pada capaian pembelajaran mata kuliah, pengembangan RPKPS (Rencana Program dan Kegiatan Pembelajaran Semester); (2) peningkatan kualitas PTKIN depengaruhi penerapan/penerapan kurikulum mengacu KKNI melalui tiga faktor utama yaitu (a) kecukupan sumber-sumber pendidikan dalam arti kualitas tenaga kependidikan, biaya dan sarana belajar, (b) kualitas proses belajar mengajar yang mendorong siswa belajar efektif, dan (3) kualitas keluaran dalam bentuk pengetahuan, sikap, dan keterampilan. Serta dapat direkomendasi kepada seluruh PTKIN hendaknya segera menerapankan kurikulum mengacu KKNI dan kepada pemerintah hendaknya mengalokasikan anggaran yang imbang untuk peningkatan kualitas pendidikan di PTKIN.]]>
