<p class="16bIsiAbstrak">Tujuan dari penulisan penelitian ini adalah untuk mengetahui dan menganalisis pemikiran tentang konsep pendidikan jiwa perspektif Ibnul Qayyim al-Jauziyyah. Metode penulisan dalam jurnal ini menggunakan metode studi riset kepustakaan <em>(library research</em>), Kemudian dianalisis dengan menggunakan metode analisis isi (<em>content analysis</em>) yakni berupa <em>deskriptif-Analitik </em>dengan sumber utama yaitu karya Imam Ibnu Qayyim Al-Jauziyyah yang berjudul ‘<em>Madariju as-Salikin dan Miftah Daaru as-Sa’adah’</em>. Adapun sumber sekunder terdiri dari artikel, jurnal, dan buku-buku lain yang berkaitan dengan topik penelitian. Pendidikan jiwa di anggap berhasil, jika jiwa seseorang sudah mencapai derajat <em>nafs muthmainnah, </em>yang memiliki tiga ciri pokok yang saling menguatkan satu sama lainnya, yaitu; (1) jiwa yang beriman kepada Allah, (2) jiwa yang sabar, (3) jiwa yang berpasrah diri kepada Allah <em>(tawakal</em>). Melalui proses pendidikan jiwa yang mencakup: landasan teologi, tujuan pendidikan jiwa, kurikulum terpadu/<em>manhaj at-takamul</em>, metode yang tepat dan aplikatif sesuai tahapannya, seperti: tahapan <em>takhliyah</em>, tahapan <em>tahliyah</em>, <em>muhasabah an-nafs, dzikrullah</em>, dan <em>tahqiq ‘ubudiyah</em>. Sehingga dari proses tersebut akan melahirkan sikap <em>ihsan</em>, serta akan menambah kesalehan dalam beribadah, baik yang berhubungan dengan Allah<em> </em>maupun yang berhubungan dengan manusia dan lingkungan alam sekitar. Karena, hakikat dari sikap <em>ihsan</em> itu sendiri adalah menegakkan <em>‘ubudiyah.</em></p>
<p><em>Expectations </em><em>to improv</em><em>ing</em><em> the quality o</em><em>f </em><em>teaching</em><em> process</em><em> and learning outcomes, has been a major challenge in providing education in </em><em>MTs/</em><em>Madrasah</em><em> (Islamic Junior High School)</em><em> at this time. Accordingly, as </em><em>the</em><em> educator</em><em>, teachers are</em><em> often seen as the main</em><em> and first</em><em> factors that determine the quality </em><em>of</em><em> learning. Teachers are required to have high motivation and adequate pedagogic competence in performing their duties. In fact, the fulfillment of qualifications and pedagogic competence of teachers is becoming the fundamental issues in education held at Madrasah. In general, the quality of </em><em>M</em><em>adrasah teachers is relatively lower than teachers in public schools. Besides, there are still many teachers in MTs in Bekasi whose motivation is low.</em><em> </em><em>Research focuses on assessing the motivation and pedagogic competence of teachers in order to improve the quality of learning in the Madrasah. In spesific, the purpose of research is to describe the characteristics of teacher motivation, pedagogic competence of teacher, </em><em>and</em><em> finding the motivation and pedagogic competence development strategy, in order to improve the quality of learning.</em><em> </em><em>The study was conducted using a descriptive approach to describe the reality of the empirical analysis is based on data and various sources. The experiment was conducted at the </em><em>Islamic J</em><em>unior </em><em>S</em><em>econdary </em><em>S</em><em>chool (MTs) in Bekasi District. The data obtained through interviews, document analysis, and questionnaires. Sources of research data </em><em>are</em><em> teacher</em><em>s</em><em>, principal </em><em>of MTs</em><em>, </em><em>MTs</em><em> supervisors, and leaders of </em><em>coaching </em><em>institutions </em><em>at</em><em> </em><em>the district </em><em>religious ministry office. Data obtained through the questionnaire were analyzed using descriptive techniques. Data from interviews and document analysis were analyzed through a process of data reduction, data presentation, and </em><em>taking</em><em> conclusions based on the findings and results of the verification.</em><em> </em><em>Based on the results of the study concluded that there was no significant difference between the teachers who have been trained by the training yet, </em><em>either for </em><em>motivation, pedagogic competence and quality of learning. Therefore we need a model of training that can improve motivation, pedagogic competence and quality of learning. Training model should include (1) the motivation of teachers needs to be improved in order to improve the quality of learning both in the aspect of performance of duties, self-development, or building relationships, (2) the pedagogic competence of teachers needs to be improved in order to greater quality of learning with an emphasis on pedagogical and social dimension, (3) development of motivation can be done by strengthening the intrinsic motivation to approach the job expansion and job enrichment and strengthening of extrinsic motivation through guidance, distribution of tasks and responsibilities, performance appraisal followed by providing feedback (reward and punishment), creating a conducive working atmosphere, and provide career development opportunities in accordance achievement. Pedagogic dompetence development can be done using an individual-based approach through the development of self and institution-based approaches through supervision, empowerment, </em><em>conducting </em><em>scientific activities, as well as fostering</em><em> and development of</em><em> discipline and ethics teacher profession.</em></p><p class="keywords">Keywords: Kompetensi Guru, Madrasah, Motivasi, Mutu Pembelajaran</p>
The purpose of this study is to analyse the implementation of three national education standards (SNPs), namely management standards, graduates competency standards, and teacher and education staff at the Ummul Quro (UQ) Islamic school and the Bogor Hajj Persaudaraan Foundation (YPHB) using importance-performance analysis (IPA) model. This study uses primary data sourced from a questionnaire distributed to thirty respondents. The test results reveal that the application of management standards, graduate competency standards, and standards for teachers and education personnel at Islamic boarding schools UQ and YPHB have been optimal with a level of compatibility between importance and performance at a very good level. The implementation of 3 SNPs in UQ and YPHB based on IPA showed that Islamic education institutions must strive to improve performance through compilation of the respective duties, job description, use of work procedures, and socialization management system and maintain several attributes that have been assessed as good, such as formulate vision and mission, goals, targets and strategic plans, organizational structure, guidelines. The institution also has to maintain the stability of the level of satisfaction with the quality of the performance, implementation of activities according to the agreed program, involvement of community participation and partnerships/school committees, monitoring the implementation of the program. Received: 28 April 2021 / Accepted: 26 July 2021 / Published: 5 September 2021
<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>
<p class="16bIsiAbstrak">Tujuan penelitian ini adalah untuk mengetahui urgensi pendidikan akhlak dan bagaimana konsep pendidikan akhlak menurut pandangan Imam Ibnu Qayyim Al-Jauziyyah. Metode penelitian ini adalah studi riset kepustakaan <em>(library research</em>), dengan menggunakan metode analisis isi (<em>content analysis</em>) yakni berupa <em>deskriptif-Analitik, </em>dengan sumber utama yaitu karya Imam Ibnu Qayyim Al-Jauziyyah yang berjudul ‘<em>Tuhfatu al-Maudud bi Ahkami al-Maulud</em>, dan ‘<em>Madariju as-Salikin</em>. Adapun sumber sekunder terdiri dari artikel, jurnal, dan buku-buku lain yang berkaitan dengan topik penelitian. Pendidikan akhlak dianggap penting, sebab akhlak merupakan realisasi dari nilai-nilai agama yang menghimpun seluruh kebaikan dan merupakan fondasi dari seluruh kebaikan dan kunci menggapai segala kebaikan. Pendidikan memiliki tiga unsur yang ada pada diri manusia yaitu unsur jasmani (<em>psikomotorik</em>) yang meliputi pembinaan badan, ketrampilan (<em>skill</em>) dan pendidikan seksual, unsur rohani (<em>afektif</em>) yang meliputi pembinaan iman, akhlak dan <em>iradah</em> (kehendak), unsur akal (<em>kognitif</em>) yang meliputi pembinaan kecerdasan dan pemberian pengetahuan. Proses pendidikan akhlak menurut Ibnu Qayyim Al-Jauziyyah menitikberatkan pada empat hal penting yaitu:<em> </em>1<em>. </em>Pentingnya mengenalkan anak tentang tauhid kepada Allah<em>, </em>2<em>. </em>Perlunya mengajarkan anak pokok-pokok ajaran agama<em>, </em>3<em>. </em>Mengajari dan membiasakan anak etika dan akhlak yang baik, 4<em>. </em>Keteladanan, <em>5</em>. Pujian dan hukuman yang mendidik.</p>
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