<p>Education is the guidance in the growth of children's lives so that they can achieve salvation and happiness. Education must have a vision and a noble mission; the vision is far into the future beyond time and space, while the mission of Islamic education is on accordance to the concept of Tawheed, so that it will always relevant in every time and all conditions. Education should be based on divine revelation (al-Qur'an and al-Hadith). If education is not guided and does not display the spirit of the two ideologies, the education can be mentioned as a strange education. The focus of this research is the profile of Ki Hadjar Dewantara, his educational thought based on the perspective of Islamic education review, the research is focused on the aspects of the conception of education issues, including: basic, content and education systems. The objective was to determine the level of Ki Hadjar Islamic educational perspective. The research method used is the libraries research. By approaching to the history (Historical Approach) and biography of Ki Hadjar. While the data collection consists of primary and secondary data sources. Techniques of data analysis was using content analysis (content analysis), descriptive, comparative and inductive. These data were then analyzed for the conclusions drawn from the phenomena, with the steps: topic selection, collection of data sources, verification, interpretation, and historiography. The results of the study. 1, the concept of education Ki Hadjar focused on aspects of guidance to children in order to achieve happiness based on the nature of nature. This is not consistent with the concept of Islamic education that focused on aspects of worship and Tawheed based on divine revelation. 2, Ki Hadjar�s basic education is the principle Pancadarma (five principles), which of the five principle is explicitly no principle of divinity, it is contrary to basic Islamic education which is based on al-Quran and al-Sunnah. 3), the Content or the essence of Ki Hadjar�s education is character, humanism, freedom, natural culture. It is also incompatible with the core content of Islamic education Faith-monotheism, worship and noble character divine revelation. 4) Ki Hadjar�s education system, good goals, curriculum, methods, teachers, students and the evaluation does not lead and is tied to the value of faith and worship, it is also not in line with the Islamic education system has always associate with both religious values. 5, Ki Hadjar�s educational thought is nationalist-secular. Nationalists, because based on the culture of the nation, while secular because it is not linked with the spirit of the teachings of Islam (monotheism). Recognizing the importance of education, the study recommends to the government, the union and the school administrators Tamansiswa, should give attention and progressive education by applying basic, content, objectives, methods and curriculum grounded in a principled framework and closely linked to religion and morals of Islam and develop Ki Hadjar faith-based thinking piety.</p><p class="keywords">Keywords� education concept, education objectives, Islamic education, character education, character, akhlaq, values, morality</p>
<p class="Affiliation">As one of the alternatives education, Sekolah Dasar Sekolah Alam Bogor (SDAB) has been practicing the thematic approach in their learning process and offers educational concept based on character values. Therefore, it is necessary to do a through study about the efforts of internalization of values in the thematic approach which has been implemented in SDAB, in order to obtain the concept of internalization of moral values in the thematic education, so that it can be used in the implementation of a thematic education in elementary and Islamic elementary schools. The main objective of this study is to find concept of internalization of moral values through thematic learning in Elementary Schools of SAB and to formulate concept of internalization of moral values through thematic learning. This study is a qualitative research using descriptive method by case study approach. The goal is to obtain valid, in-depth and useful data. The results of this study indicate that: 1) The concept of internalization of moral values at the SDAB is done with a values-based institution that is based on the teachings of Islam which is directed to the formation of character. The values of these institutions must be owned and run by the entire community of SDAB called with the values SALAM. SALAM values are supported by three fundamental pillars of learning, they are the pillars of morality, logic and leadership; 2) In the implementation stage, the internalization of moral values at the Elementary School of SAB is done in order to realizing the achievement of values institutions �SALAM�. One of the methods that supports the process of internalization of moral values at this school is the usage of a thematic approach to learning. The efforts wich have been done in the internalization of moral values is by the substantive approach, and reflective approach. Therefore, a thematic approach is not only used in intra but also carried out in extra-curricular activities; 3) The process of internalization of moral values through thematic learning should be well planned. Among them that there should be goals, materials, strategies, and certain preconditions to internalize these efforts can be succeed. The pattern of the internalization of moral values through thematic learning that can be applied to Islamic educational institutions is: <em>first</em>, determine the moral values of the institution; <em>second</em>, set the major themes that connect the various learning activities both intra and extra; <em>third</em>, implement procedures of thematic learning in the curriculum, consisting of planning, implementation and evaluation; <em>forth</em>, controll the efforts of internalizing these moral values by considering various methods which have an important role in the process of internalization, such as teaching, modelling, habituation, motivation and enforcement; <em>fifth</em>, implement the moral values in extracurricular activities by using themes that suitable to the vision and mission; <em>sixth</em>, cooperate with stakeholders in building a learning community which degenerate akhlak al-kar?mah, <em>seventh</em>, Reflection. This study therefore show that a thematic approach can be used in an attempt to internalize moral values, along with regular and sustainable pattern of objectives, processes, and evaluations.</p><p class="keywords"><strong>Keywords</strong>: internalization, akhlak values, natural school, tematik learning.</p>
<p class="Body">The course of AIK on Medical Education Department (MED) from the Faculty of Medicine and Health at the University of Muhammadiyah Jakarta, has the great vision to prepare the students to become Muslim community that implement the pure Islamic teaching in all aspects of life. At the same time, the implementation of AIK in MED is designed with curriculum blocks with <em>Student Centered Learning (SCL) </em>learning model, and this has not become university policy yet. This study will evaluate whether the curriculum blocks with <em>Student Centered Learning (SCL)</em><em> </em>for AIK can achieve <em>Muhammadiyah</em> mission or not. Issues to be addressed in this study were 1 ) whether the curriculum developed with the block system capable of promoting the students to be scholars in accordance with the aspired <em>Muhammadiyah,</em> 2 ) whether the <em>Student Centered Learning (SCL) </em>model learning can enhance the understanding of Islam, developing behaviour to be a true Muslim and implementing social interaction in inclusive ways, pluralist and respect for diversity, and 3) whether the management of the campus contributes to the effectiveness of learning and controls the culture of the campus. The research methods were mixture of qualitative and quantitative. The main design is qualitative, so, the conclusions are formulated based on the facts and results of the study. A qualitative approach was also used to obtain information on the implementation of curriculum AIK block 2 by learning on <em>Student Centered Learning (SCL) </em>ways, and the technique was interview. While quantitative was used to take measurements of the response of the student and their learning experience of AIK learning programs. The sample of this research were the students MED academic year 2011/2012 and following AIK block 2, which have been completed AIK 1, all the informations were got by the questionnaire. The research results that implementation of SCL model in learning al-Islam and Kemuhammadiyahan by block system amongst Medical Education Program Faculty of Medicine and Health, University of Muhammadiyah Jakarta, based on the data and analysis of qualitative and quantitative data can be concluded there is a strong synergy between the content of curriculum with Islamic personality development blueprint aspired by Muhammadiyah, in five spirits of reforms purification of belief and worship on God, management system of the organisation , preparing cadres, ethics reform and renewal of leadership. Then, AIK with <em>Student Centered Learning (SCL) </em>models have also been able to deliver the student into the community Muhammadiyah who have a better understanding of the Muhammadiyah teachings, religion, have the idealism to be a smart Muslim society, competitive, innovative and able to build unity, pluralism and inclusiveness. This success is not only the result of learning with the block curriculum, and learning models of <em>Student Centered Learning (SCL) </em>but also by intervene from the faculty management in controlling the campus environment to be supporting for the needs of the achievement of objectives and the implementation of learning process. Recommendation, Learning AIK on the model of block curriculum and learning by SCL model need to be expanded implementation across faculties in UMJ, because the implementation of such model has been producing better understanding of Muhammadiyah doctrine, changes in behaviour, attitude and a very positive outlook towards attaining Muhammadiyah society. Then, for the success of learning AIK with block systems and <em>Student Centered Learning (SCL</em>) models, UMJ must prepare a good learning resources, library, internet and teaching materials and module of the lecturers. Then, UMJ also must provide policies campus culture that supports successful of AIK.</p><p><strong>Keyword</strong><strong>s</strong>: <em>Curriculum Block</em>, <em>Student Centred Learning</em>, al-Islam and Muhammadiyah</p>
<p>Among the goals of Indonesian national education mentioned in Article 3 of Chapter 2 of the Indonesian Act No. 20 issued in 2003 is the development of students� potentials to be deeply believing, cautiously devout and morally well-behaved individuals. This goal is considered quite religious, encouraging efforts to build a believing, devout and well-behaved nation. However, this very religious national education goal has in practice not yet been much achieved, since there are still many instances of prevalent moral violation in society, such as mass fighting, crimes, coercion, etc, in addition to horizontal conflicts among different political groups, ethnics, religious groups and others. In such situation, a thorough study on both the concept and implementation of the national education related to how it can build students� good character is justified. This study takes a closer look at education in senior high schools as a case. This study seeks to: (1) point out some existing weaknesses of Citizenship Education subject matters taught in the first level of senior high schools, noticing the absence of Islamic values, (2) develop a model of revised subject matters of Citizenship Education for the first level of senior high schools through the perspectives of the Islamization of sciencesand good character building. This study takes a more descriptive approach in which all relevant things are explored and described. With this approach, this study describes a situation going on when the research is conducted, and analyzes the causes of a certain phenomenon found. In addition, this study uses content analysis to find out the extent to which character building is contained in textbooks. This study finds that: (1) the subject matters of Citizenship Education are in general empty from religious values in striking contrast with the religious nature of national education aim; (2) there is an urgent need for developing Citizenship Education subject matters based on the perspective of the Islamization of sciences that might better build high school students� good character.</p><p class="keywords">Keywords: Akhlak Mulia, Islamisasi Ilmu, Pendidikan Kewarganegaraan,</p>
<p>Vocational School (SMK; Sekolah Menengah Kejuruan) is an educational unit that aims to generate graduates all set to the workforce. Thus, the success of learning process in the School will affect the success in the future workforce. One of the problems facing on education field is the poor quality of the student's character, since the character education is a major task on education at the same time is the mandate of the National Education System. SMK Plus Bina Teknologi Ibadurrahman YLPI Sukabumi (Engineering Vocational School Ibadurrahman YLPI Plus Sukabumi) is one of many schools that cares about the character education boarding-school-based. This study aims to determine the goals, curriculum, programs, methods and evaluation tools on character education and its implications for the students of Engineering Vocational School Ibadurrahman YLPI Plus Sukabumi. The study also aims to formulate the concept of character education boarding-school-based which can be implemented in the other Vocational School. The approach used is qualitative by using the students of Engineering Vocational School Ibadurrahman YLPI Plus Sukabumi as respondents. The main data collection techniques are questionnaires to students and observation and in-depth interviews with school administrators. The analysis technique is qualitative analysis which is the sensitivity of researcher becomes the most dominant element. The results of study in the field showed that the goal of character education in Engineering Vocational School Ibadurrahman YLPI Plus Sukabumi is to foster students to be virtuous human (<em>Muttaqien</em>) intelligent, noble and have the skills and interests for the benefit of mankind, by having ten characters. In addition, they are also required to achieve a goal that is both social and spiritual. The curriculum that is used, not only containing of the field of exacts, social, personality, and religion, but also integrated with the curriculum of boarding school. So that the program which organized by boarding school activities can be adjusted in line with the main goals of Vocational School system in general. The method used consists of a variety of methods with emphasis on methods of habituation. The evaluation tools used are in writing and not writing. At the side of the implications of the character education boarding-school-based is still weak, this shows by the evident from the number of students who have not yet established character which means they are lacking consistency. Based on these findings, the managers of the institutions should be aware of the decline in the character of their student. Therefore, it is recommended to organize a design of planning for character education in the future, since the vocational students will be in going to the workforce. On the other hand, the concept of character education should be emphasized to honesty, trust, self-awareness, love, affection, courteous, polite, patient, disciplined, independent, humble, and hard working.</p>
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