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INDONESIA
TARBIYA : Journal Education in Muslim Society
Published by Universitas Islam Negeri Syarif Hidayatullah Jakarta
ISSN : 23561416     EISSN : 24429848     DOI : -
Core Subject : Education,
Education
TARBIYA: Journal of Education in Muslim Society is a peer-reviewed journal on education in the Muslim world. This journal is published by the Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatullah Jakarta, in partnership with HSPAI (Scholars of Islamic Education), an affiliate of ISPI( Association of Indonesian Scholars of Education). Editors welcome scholars, researchers and practitioners of education around the world to submit scholarly articles to be published through this journal. All articles will be reviewed by experts before accepted for publication. Each author is solely responsible for the content of published articles. P-ISSN: 2356-1416 E-ISSN: 2442-9848
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Articles 10 Documents
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Search results for , issue "TARBIYA: Journal of Education in Muslim Society | Vol. 2 No. 1 June 2015" : 10 Documents clear
Islamic Education: Its Concepts and Their Implementation in the Current Context Syihabuddin Syihabuddin; Aam Abdussalam
TARBIYA: Journal of Education in Muslim Society TARBIYA: Journal of Education in Muslim Society | Vol. 2 No. 1 June 2015
Publisher : Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v2i1.1436

Abstract

Abstract The research discusses the concept and strategies of Islamic Education and their implementations in a global context. It aims to formulate concepts of contextual Islamic education implemented in higher education institutions in Indonesia, with the expectation that it will contribute to the solving of moral crisis currently experienced by Indonesia. In order to meet the aim, a mixed of quantitative and qualitative approaches was employed, with explanatory design. Data were collected from 54 lecturers and experts of Islamic education. The research has successfully formulated that a Muslim has to be educated by ethical teachers with exemplary method, scientific method, and ijtihâd method through the development of al-akhlâq al-karîmah course content, critical thinking skills, and development of democratic and universal values, supported by information and communication technology and evaluated with an authentic approach. These findings ascertain educators on the importance of al-akhlâq al-karîmah content, the  teachers as role models, and the revitalization of ijtihâd tradition in the classroom. Abstrak Penelitian ini membahas konsep dan strategi Pendidikan Islam dan implementasinya dalam konteks global. Hal ini bertujuan untuk merumuskan konsep pendidikan Islam kontekstual untuk diterapkan di lembaga pendidikan tinggi di Indonesia, harapannya penelitian ini akan memberikan kontribusi pada penyelesaian krisis moral saat ini dialami Indonesia. Dalam rangka memenuhi tujuan penelitian, pendekatan campuran dari kuantitatif dan kualitatif diterapkan, dengan desain explanatory. Data dikumpulkan dari 54 dosen dan ahli pendidikan Islam. Penelitian ini telah berhasil merumuskan bahwa seorang Muslim harus dididik oleh guru yang berakhlak dengan metode teladan, metode ilmiah, dan metode ijtihad. Metode tersebut dirumuskan melalui pengembangan al-akhlaq al-karimah tertentu, keterampilan berpikir kritis, dan pengembangan nilai-nilai demokrasi dan nilai-nilai universal. Selain itu, metodenya didukung oleh teknologi informasi dan komunikasi. Selanjutnya, metode ini dievaluasi dengan pendekatan otentik. Temuan ini mengarahkan dengan pasti kepada pendidik tentang pentingnya konten  al-akhlaq al-karimah, guru sebagai model peran, dan revitalisasi tradisi ijtihad di kelas. How to Cite:  Syihabuddin., Abdussalam, A,. (2015). Islamic Education: Its Concepts and Their Implementation in the Current Context. TARBIYA: Journal Of Education In Muslim Society, 2(1), 23-34. doi:10.15408/tjems.v2i1.1436. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i1.1436
Reimagining peace, reimagining education: Peace educational potential of social media M. Ayaz Naseem
TARBIYA: Journal of Education in Muslim Society TARBIYA: Journal of Education in Muslim Society | Vol. 2 No. 1 June 2015
Publisher : Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v2i1.1474

Abstract

Abstract In this paper I examine the potential of blogosphere for civic education. My main argument is that in in-crisis societies such as Pakistan the blogosphere is a space where conversations and multilogues on issues that are crucial to societal regeneration are taking place. These conversations and multilogues in/through the blogosphere are democratic and inclusive in that they are not confined by the traditional articulations of ‘expertise’, privilege and subject positioning. Neither the writer nor those who participate in the ensuing conversation are or have to be experts in a disciplinary sense. They are not privileged by credentials or by their positioning in the ‘knowledge’ hierarchy. Any and all agents of the civil society can either start or engage in these multilogues, many of which directly or indirectly, focus on issues of national and societal self-regeneration. Abstrak Dalam makalah ini saya meneliti potensi ruang-blog (blogosphere) untuk pendidikan kewarganegaraan. Argumen utama saya adalah bahwa dalam masyarakat yang sedang dilanda krisis seperti Pakistan ruang-blog (blogosphere) merupakan ruang di mana percakapan dan interaksi percakapan tentang isu-isu yang sangat penting bagi regenerasi sosial, berlangsung. Percakapan dan multilogues melalui ruang-blog ini bersifat demokratis dan inklusif karena tidak dibatasi oleh artikulasi tradisional yang mencirikan 'keahlian', pengaturan posisi berdasarkan hak istimewa dan subjek masalah. Baik penulis maupun orang-orang yang berpartisipasi dalam percakapan tidak harus ahli dalam disiplin tertentu. Mereka tidak diberi hak istimewa atas dasar prestasi atau posisi mereka dalam hirarki 'pengetahuan' . Setiap dan semua masyarakat sipil dapat memulai atau terlibat dalam interaksi percakapan ini, banyak di antara mereka yang baik langsung maupun tidak langsung, berfokus pada isu-isu regenerasi diri di tingkat nasional dan masyarakat.How to Cite : Naseem, M., A. (2015). Reimagining Peace, Reimagining Education: Peace Educational Potential of Social Media. TARBIYA: Journal Of Education In Muslim Society, 2(1), 1-11. doi:10.15408/tjems.v2i1.1474. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i1.1474
Debate as A Learning-Teaching Method: A Survey of Literature Arskal Salim
TARBIYA: Journal of Education in Muslim Society TARBIYA: Journal of Education in Muslim Society | Vol. 2 No. 1 June 2015
Publisher : Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v2i1.1665

Abstract

Abstract This present paper explored historical references of debate trend  to be proposed as one of learning-teaching method. By analyzing the strengths and limitations of debate, the author found that any existing debate format is imperfect and it is educators’ task to seek out how in utilizing debate as a learning teaching method. Some works on debate assessment method were described. In real implementation, on author's experience to use debate as learning-teaching method, showed that it was difficult to mark students either as individual or team. Therefore, their preparation and the performance in-class debate should be considered. Abstrak Artikel ini mengeksplorasi  referensi sejarah dari tren debat yang akan diusulkan sebagai salah satu metode belajar mengajar. Dengan menganalisis kekuatan dan keterbatasan perdebatan, penulis menemukan bahwa format debat yang ada tidak sempurna dan itu adalah tugas pendidik untuk mencari tahu bagaimana memanfaatkan debat sebagai metode pengajaran pembelajaran. Beberapa karya pada metode penilaian debat dijelaskan. Dalam implementasi nyata, pengalaman penulis menggunakan debat sebagai metode belajar-mengajar, menunjukkan bahwa hal itu sulit untuk menandai siswa baik sebagai individu atau tim. Oleh karena itu, persiapan mereka dan perdebatan kinerja dalam kelas harus dipertimbangkan. How to Cite: Salim, A. (2015). Debate as A Learning-Teaching Method: A Survey of Literature. TARBIYA: Journal of Education In Muslim Society, 2(1), 97-104. doi:10.15408/tjems.v2i1.1665. Permalink/DOI:http://dx.doi.org/10.15408/tjems.v2i1.1665
English Teachers’ Teaching Quality in Madrasah in Jakarta and Banten based on the Dynamic Model of Educational Effectiveness Siti Nurul Azkiya
TARBIYA: Journal of Education in Muslim Society TARBIYA: Journal of Education in Muslim Society | Vol. 2 No. 1 June 2015
Publisher : Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v2i1.1668

Abstract

Abstract This paper was intended to describe English teachers’ teaching quality in teaching reading comprehension and provide some reflection and suggestion on how teaching quality could be improved. The classroom factors of the dynamic model (orientation, structuring, questioning, modeling, application, assessment, time management, and making classroom as a learning environment [CLE]) were used as a reference to conceptualize teaching quality. Classroom observation instrument was used to measure teaching quality of 59 English teachers in Madrasah Tsanawiyah in the provinces of Jakarta and Banten with a focus on reading comprehension. The findings showed that among the above eight factors, teachers rarely practiced orientation, structuring, modeling, and CLE. In addition, they did not provide enough application whereas a lot of time was spent for reading aloud and translating the text. Nevertheless, they started to raise questions and conduct assessment. With respect to questioning, however, the questions were limited to product questions, which did not promote critical thinking. Finally, the assessment method used was limited to questioning. Abstrak Tulisan ini bertujuan untuk menjelaskan kualitas guru Bahasa Inggris dalam mengajar reading comprehension dan memberikan rekomendasi strategi meningkatkan kualitas mengajar. Delapan aspek yang ada dalam the Ddynamic Model (orientation, structuring, questioning, modeling, application, assessment, time management, and making classroom as a learning environment [CLE]) dijadikan sebagai pijakan untuk mendefinisikan konsep kualitas mengajar. Penelitian ini menggunakan instrumen observasi kelas untuk melihat bagaimana guru mengajar reading comprehension. Partisipan penelitian ini adalah 59 guru Bahasa Inggris di Madrasah Tsanawiyah di propinsi DKI Jakarta dan Banten. Temuan penelitian ini menunjukkan bahwa di antara delapan aspek kualitas mengajar yang dalam the Dynamic Model, kebanyakan guru jarang sekali mempraktikkan orientation, structuring, modeling, dan CLE. Selain itu, mereka tidak banyak memberikan application dan waktu yang ada banyak terpakai untuk membaca teks dan menerjemahkannya. Meski demikian, guru-guru tersebut mulai menggunakan berbagai pertanyaan untuk memandu proses pembelajaran dan melakukan asesmen. Hanya saja, pertanyaan yang diajukan masih terbatas pada pertanyaan product yang tidak menumbuhkan daya kritis, dan metode assessmen yang dilakukan terbatas pada memberikan pertanyaan kepada siswa. How to Cite:  Azkiyah, S., N. (2015). English Teachers’ Teaching Quality in Madrasah in Jakarta and Banten Based on the Dynamic Model of Educational Effectiveness. TARBIYA: Journal Of Education In Muslim Society, 2(1), 35-46. doi:10.15408/tjems.v2i.1668. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i1.1668
Construction of Dual Curriculum in Indonesian Education System During the New Order Government Muhammad Zuhdi
TARBIYA: Journal of Education in Muslim Society TARBIYA: Journal of Education in Muslim Society | Vol. 2 No. 1 June 2015
Publisher : Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v2i1.1819

Abstract

Abstract Indonesian education system, beside the fact that it has a single system with a single educational law, accommodates two different official curricula administered by two different ministries, i.e. The Ministry of Education and The Ministry of Religious Affairs. This kind of dual system was officially initiated by the New Order Government in 1970s.  Using the social constructionism as a perspective, this study tries to re-construct the debates on educational policies during the New Order Era. While the Era has passed, the policy of having dual system remains relevant.The study is conducted using a qualitative-historical method, meaning that data are gathered from various resources using the qualitative approach combined with the historical perspective. Data are collected from various written documents as well as interviews with some resource persons. General conclusion of the paper is that the dual curriculum system has existed before the New Order government took the power. The different is that the New Order Government made the dual system official, while the previous system did not recognize religious school as parts of formal education system. Abstrak Meskipun Indonesia memiliki satu sistem pendidikan nasional dan satu Undang-undang pendidikan yang berlaku, namun ada dua kementerian yang mengelola pendidikan, yaitu Kementerian Pendidikan dan Kementerian Agama. Inilah yang dimaksud dengan dualisme sistem pendidikan Indonesia. Awalnya, pendidikan Islam berada di luar system, sehingga dualism itu tidak begitu Nampak. Namun sejak tahun 1970an dualisme ini mulai mewujud seiring dengan diakuinya pendidikan Islam sebagai bagian dari sistem pendidikan nasional oleh Pemerintah Orde Baru. Tulisan ini mencoba merekonstruksi dualisme sistem pendidikan di Era Orde Baru dengan menggunakan metode kualitatif-hsitoris. Tulisan ini membuktikan bahwa sebenarnya dualisme pendidikan telah ada sebelum masa Orde Baru. Namun, di masa Orde Baru-lah dualisme itu muncul secara aksplisit, ketika pendidikan Islam diakui sebagai institusi resmi yang berbeda dengan pendidikan sekuler. How to Cite:  Zuhdi, M. (2015). Construction of Dual Curriculum in Indonesian Education System During the New Order Government. TARBIYA: Journal Of Education In Muslim Society, 2(1), 47-60. doi:10.15408/tjems.v2i1.1819. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i1.1819
The Influence of Religious Motivation and Students Learning Outcomes in Islamic Religious Education Towards Students Tolerance Attitude Rika Sa’diyah
TARBIYA: Journal of Education in Muslim Society TARBIYA: Journal of Education in Muslim Society | Vol. 2 No. 1 June 2015
Publisher : Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v2i1.1672

Abstract

Abstract The objective of this research is to find out the direct-indirect effects of religious motivation and PAI (Aqidah-Ibadah) learning outcomes on the attitude of tolerance. The method used in this research is path analysis. Subject of this research is selected randomly of 60 students from Muhammadiyah Senior High School Ciputat South Tangerang. The research findings are: (1) there are direct effects of religious motivation to Aqidah-Ibadah learning achievement; (2) there are direct effects of Aqidah-Ibadah learning achievement to the attitude of tolerance; (3) there are no direct effects of religious motivation to the attitude of tolerance; and (4) there are indirect effects of religious motivation to the attitude of tolerance through Aqidah-Ibadah learning achievement. These findings come up with a conclusion that students’ religious motivation affect the attitude of tolerance if they go through religious learning, It is because both the direct effects of religious motivation on religious learning achievement and the direct effects of religious learning on the attitude of retolerance are high. Therefore, all of students’ religious practices will be better if they go through religious learning and students’ religious learning will be better if they have high religious motivation. Abstrak Penelitian ini bertujuan untuk mencari pengaruh langsung dan tidak langsung motivasi beragama dan hasil belajar PAI terhadap sikap toleransi siswa. Metode yang digunakan dalam penelitian ini adalah path analisis. Sampel dalam penelitian ini dipilih secara acak yaitu 60 siswa SMA Muhammadiyah Ciputat Tangerang Selatan. Penelitian ini menemukan: (1) ada pengaruh langsung motivasi beragama terhadap hasil belajar PAI; (2) ada pengaruh langsung hasil belajar PAI terhadap sikap toleransi siswa; (3) ada pengaruh langsung motivasi beragama terhadap sikap toleransi siswa; (4) ada pengaruh tidak langsung motivasi beragama terhadap sikap toleransi siswa melalui hasil belajar PAI. Penemuan ini menyimpulkan motivasi beragama siswa berpengaruh pada sikap toleransi jika mereka belajar agama. How to Cite:  Sa’adiyah, R. (2015). The Influence of Religious Motivation and Students Learning Outcomes in Islamic Religious Education Towards Students  Tolerance Attitude. TARBIYA: Journal Of Education In Muslim Society, 2(1), 70-82. doi:10.15408/tjems.v2i1.1672. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i1.1672
Can Religious Coping Predict Posttraumatic Growth Ainul Mardiah; Elida Syahriati
TARBIYA: Journal of Education in Muslim Society TARBIYA: Journal of Education in Muslim Society | Vol. 2 No. 1 June 2015
Publisher : Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v2i1.1741

Abstract

Abstract The aim of this study is to examine religious coping on posttraumatic growth in Acehnese. The measurements in this research are: Short Form of Posttraumatic Growth Inventory, and Brief Religious Coping. All measurements demonstrate good internal consistency reliability (α= .62- .73). Factor analyses for each measurement were conducted and the new generated factors are used in subsequent analyses. Results showed that positive religious coping can predict PTG, in the other hand negative religious coping in both type cannot predict PTG; first, type wondering about God, and feeling punished by God. Furthermore, PTG does not different on gender and types of trauma. Abstrak Tujuan dari penelitian ini adalah untuk menguji kontribusi religious coping terhadap posttraumatic growth (pertumbuhan psikologis paska trauma). Alat ukur yang digunakna untuk riset ini adalah: Short Form of Posttraumatic Growth Inventory (SF-PTGI), dan Brief Religious Coping. Semua alat ukur menunjukkan reliabilitas yang bagus (α= .62- .73). Uji faktor analisa dilakukan untuk setiap alat ukur yang digunakan, dan faktor baru yang dihasilkan seterusnya digunakan untuk analisa berikutnya. Hasil menunjukkan bahwa positive religious coping terhadap posttraumatic growth (pertumbuhan psikologis paska trauma), sementara negative religious coping tidak bisa memprediksi posttraumatic growth (pertumbuhan psikologis paska trauma), baik itu dimensi mempertanyakan Ketuhanan, dan perasaan dihukum oleh Tuhan. Lebih lanjut, tidak ada perbedaan PTG berdasarkan gender dan tipe trauma. How to Cite: Mardiah, A., Syahriati, E,. (2015). Can Religious Coping Predict Posttraumatic Growth. TARBIYA: Journal Of Education In Muslim Society, 2(1), 61-69. doi:10.15408/tjems.v2i1.1741. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i1.1741
A Five-Stage Model of Qur’anic Pedagogy Integration into Teacher Education Curriculum Ismail A. Musa
TARBIYA: Journal of Education in Muslim Society TARBIYA: Journal of Education in Muslim Society | Vol. 2 No. 1 June 2015
Publisher : Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v2i1.1748

Abstract

Abstract Advocacy for the infusion of Islamic resources into the education system permeates extant literature on Islamization of Knowledge. However, clear-cut strategies for redesigning teacher education curricula, at the systemic level, are yet to be evolved. This paper proposes a multi-stage model for developing an integrated teacher education curriculum that synthesizes the Qur’anic paradigm of pedagogy with conventional teaching approaches. Taking cognizance of the needs of educators of the future, the paper articulates the distinctive characteristics, tasks and actions associated with the stages of awareness generation among critical stakeholders. concept development based on the knowledge assets of the Qur’an, curriculum reform processes, implementation strategies and empirical methods for confirming the efficacy of the integrated package. In conclusion, the paper submits that a system-wide integrated pre-service education curriculum is capable of emerging and functioning effectively not only within the boundaries of Muslim education but also in non-Muslim contexts. Abstrak Advokasi untuk memasukkan sumber Islam ke dalam sistem pendidikan meresapi literatur yang ada tentang Islamisasi Pengetahuan. Namun, strategi yang jelas untuk mendesain ulang kurikulum pendidikan guru, pada tingkat sistemik, yang belum berevolusi. Makalah ini mengusulkan sebuah model multi-tahap untuk mengembangkan kurikulum pendidikan guru yang terintegrasi yang mensintesis paradigma Alquran pedagogi dengan pendekatan pengajaran konvensional. Mengambil tanggung jawab dari kebutuhan pendidik masa depan, artikel ini mengartikulasikan karakteristik khas, tugas dan tindakan yang   terkait dengan tahapan generasi kesadaran di antara para pemangku kepentingan kritis. pengembangan konsep berdasarkan aset pengetahuan tentang Qur'an, proses reformasi kurikulum, strategi implementasi dan metode empiris untuk mengkonfirmasikan kemanjuran paket terpadu. Kesimpulannya, artikel ini  menyampaikan bahwa dengan terpadunya  kurikulum pendidikan pra-layanan seluruh sistem ini mampu berkembang dan berfungsi secara efektif tidak hanya dalam batas-batas pendidikan Islam, tetapi juga dalam konteks non-Muslim How to Cite: Musa, I., A. (2015). A Five-Stage Model of Qur’anic Pedagogy Integration into Teacher Education Curriculum. TARBIYA: Journal Of Education In Muslim Society, 2(1), 12-22. doi:10.15408/tjems.v2i1. 1748. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i1.1748
Development of Student Worksheet by using Discovery Learning Approach for Senior High School Student I Made Astra; Hadi Nasbey; Nur Devia Muharramah
TARBIYA: Journal of Education in Muslim Society TARBIYA: Journal of Education in Muslim Society | Vol. 2 No. 1 June 2015
Publisher : Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v2i1.1749

Abstract

Abstract The aim of this research is to create student worksheet for physics learning  by using discovery learning approach as a learning material referring to curriculum 2013. The method used in this research is research and development. This research consists of five steps: 1) needs analysis, 2) product development, 3) Validation by expert, 4) field test in small scale, and 5) field test in large scale. The average score for student worksheet are 92% from concept expert, 79,56% from media expert, and 91,51% from physics teacher. After revised, the student worksheet was evaluated by a field test in a small and large scale. The average score from both scale are 70,66% and 75,08 respectively. It is conluded that student worksheet by using discovery learning approach can be used and distributed as a learning material in physics learning for senior high school student grade X Abstrak Penelitian pengembangan ini  bertujuan untuk menghasilkan produk berupa Lembar Kegiatan Siswa (LKS) pembelajaran fisika SMA dengan pendekatan Discovery Learning sebagai bahan ajar yang mengacu pada kurikulum 2013 pada Kompetensi Dasar praktikum kelas X semester genap. Metode yang digunakan pada penelitian ini adalah penelitian dan pengembangan. Prosedur penelitian dan pengembangan ini terdiri dari lima tahap, yaitu: 1) analisis kebutuhan, 2) pengembangan produk, 3) validasi ahli, 4) uji coba lapangan skala kecil, dan 5) uji coba lapangan skala besar. LKS fisika dengan pendekatan Discovery Learning telah melalui tahap uji validasi dengan presentase pencapaian sebesar 92%, menurut ahli materi, 79,56% menurut validasi ahli media, dan 91,51 % menurut guru fisika SMA. Setelah di revisi, LKS di uji cobakan skala kecil kepada 5 siswa menunjukan persentase capaian  sebesar  70,66%  dan  uji  lapangan  menunjukan persentase capaian  sebesar 75,08%. Dari penelitian ini,  dapat disimpulkan bahwa  LKS  dengan pendekatan Discovery Learning  yang dikembangkan sudah layak untuk digunakan dan disebarluaskan sebagai bahan ajar fisika kelas X semester genap How to Cite:  Astra, I. M., Nasbey, H., Muharramah, N. D., (2015). Development of Student Worksheet by Using Discovery Learning Approach for Senior High School Student. TARBIYA: Journal Of Education In Muslim Society, 2(1), 91-96. doi:10.15408/tjems.v2i1.1749. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i1.1749
Teacher Training to Handle Bullying in the School in Indonesia Hidayatus Sholihah
TARBIYA: Journal of Education in Muslim Society TARBIYA: Journal of Education in Muslim Society | Vol. 2 No. 1 June 2015
Publisher : Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v2i1.1786

Abstract

There are several students in Indonesia who have suffered from injury or even died because of bullying. As a consequence, school teachers in Indonesia need to be trained to handle and prevent bullying. This essay examines the importance of pre-service and in service teacher training in order to reduce and prevent bullying in school in Indonesia by examining the problem of bullying, discussing the effects of it and providing areas of training to help teachers to tackle bullying. There are several reasons why bullying becomes serious problem in school. First of all, bullying is a complex task for teachers because it is difficult to identify and, teachers find it difficult to differentiate between bullying and fighting or horseplay. Moreover, teachers lack the knowledge and skills to handle bullying. Bullying has negative effects not only on victims but also on bullies. Victims feel lonely, depressed, and often have low self-esteem, while bullies often exhibit sign of bad temper or depression. Areas of teachers pre- service and in- service training are1) assisting teachers to differentiate between bullying and fighting or horse playing 2) developing skills to communicate with bullies and to manage classrooms where bullying occurs. In conclusion, teacher training is a good solution to tackle bullying at school in Indonesia because teachers are in the front line to solve this problem. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i1.1786

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