Pesantren’s roles include providing life skill and internalizing Islamic principles in real life contexts. This research was focused on the empowerment of students’ life skill: personal skill,thinking skill, social skill, academic skill, and vocational skill at Pondok Pesantren Darul A’mal Metro Lampung. The students were trained on life skills through several trainings: reciting Islamic classical book,computer and IT, fahmil Qur’an, tilwatil Qur’an, public speaking skills, calligraphy, tahkfid nadzom, hadroh, syaril Qur’an; and the students also have opportunity to follow shalawat singing training and pencak silat sport such as Persaudaraan Setia Hati and Pagar Nusa. In order to succeed these programs, all stakeholders should cooperate to develop students’ life skills according to teaching vision and mission of the Pondok Pesantren.
The present study aimed to investigate the relationship between burnout, career readiness, and depressive symptoms among Arabic language learners in Indonesia. The study used a cross-sectional design and surveyed a sample of Arabic language learners. Results of the study suggest that there is a moderate to low positive correlation between burnout, career readiness, and depressive symptoms, with burnout having a stronger correlation with career readiness and depressive symptoms than career readiness does with depressive symptoms. Additionally, the results suggest that burnout is a significant predictor of career readiness. However, the relationship between burnout and career readiness, through depression, is weak. These findings provide valuable insights into the relationship between burnout, career readiness, and depressive symptoms among Arabic language learners in Indonesia, but it is important to consider the limitations of the study, such as the small sample size, when interpreting the results. Future research should aim to address these limitations in order to gain a more comprehensive understanding of the relationship between these concepts.
Online learning is learning that is carried out online, learning using applications or with social networks. This online learning is carried out without face to face directly, but through the media that has been provided. This study used a qualitative field method with descriptive research type. The main data sources in qualitative research are words and actions, the additional data is documentation. The results of this study are online learning carried out during the Covid-19 pandemic carried out at Kindergarten Pertiwi 2 Sidodadi Pekalongan, East Lampung in social emotional development, which is very impactful because there is no direct interaction between friends and teachers, but in the online learning process when the teacher has creativity in giving tasks to children such as involving parents and the environment in learning will develop social emotional in children. Some parents say that with online learning, children are not focus on learning and have fun playing alone.
This research is intended to describe critically and qualitatively the synergy among Islamic education supervisor, head master, and Islamic education teacher in implementing 2013 curriculum through academic supervision. The data collecting techniques used in this research are observation, interview, and document review. The results of the research are (1) the supervision is conducted by Islamic education supervisor not only gradually but also incidentally through academic, administrative, and clinical supervision; (2) the academic supervision of Islamic education at MA Metro city is conducted based on qualified Islamic education supervisor, eight education quality standards, prime duty and function of Islamic education supervisor, effective madrasah management by head master, vision, mission and Islamic education strategy, and terms of reference of Islamic education supervision; 3) there are several problems that supervisor, head master, and Islamic education teacher have in implementing 2013 curriculum; 4) the synergy of quality assurance in implementing K13 must be based on maximum effort of Islamic education supervisor, head master, and Islamic education teachers at MA that are conducted according to eight terms of reference: inspecting, advising, monitoring, reporting, coordinating, and performing leadership.
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