To date, Islamic Education in Indonesia is framed in traditional, conventional, and colonial paradigms. Despite the twentieth century's urges to use interdisciplinary, multidisciplinary, and trans-disciplinary approaches, mono-disciplinary approach such as classic and medieval Islamic education, is still dominating. Researches in the three new methods have engaged neuroscience that results in innovative and reliable works, indicated by the achievement of Intellectual Property Rights with downstreaming potentials. The study aims to find a model for Islamic education that is based on neuroscience in the millennial era with the mentioned attainment. The research applied a qualitative model by Denzin and was located in the Magister Degree of Islamic Education of Universitas Ahmad Dahlan, Yogyakarta, in 2008. It involved six lecturers and thirty-one students. The data were collected through participatory observation, in-depth interview, and documentation. The research generates a neuroscience-based model for Islamic education in the millennial era through the development of research-based instruction. Further, the development allows the achievement of Intellectual Property
<p>Knowledge of the Islam at every student is supported by many factors, one of which is the Arabic language compentence. This research aimed to evaluate and find Arabic language learning construction in strengthening <em>al-Islam</em> at higher education. The desire to find the construction is because there is no visible connection between Arabic language learning and <em>al-Islam</em> learning so that clarity of learning objectives, learning materials, learning implementation, and evaluation systems of Arabic language learning at higher education is needed. In line with this purpose, this study used a qualitative method with a phenomenological approach. The sources of data were facts, Arabic language lecturers, <em>al-Islam</em> lecturers, and students purposively. Data were analyzed by using critical realism. The results of the study proved that the reconstruction of learning objectives, materials, implementation, and evaluation systems is needed to realize Arabic language learning that can strengthen <em>al-Islam</em> at higer education.</p>
This research aims to: 1) describing the cultural approach in the development of holistic education in Muhammadiyah Elementary School: 2) finding the role of school’s stakeholders in realizing holistic education in Muhammadiyah Sleman Elementary School. This research was conducted at Muhammadiyah Sleman Elementary School Yogyakarta. This research was qualitative research of phenomenology by interpretive paradigm. Data collection techniques were observation, interview, and documentation. Data analysis was by interactive model, which were data reduction, data display, and data conclusion drawing/verification. The results of this research are: 1) school culture becomes an important part in improving education quality. The development of holistic education in Muhammadiyah elementary school using cultural approach. Values, beliefs, and habits are built on the school community’s awareness and will, which is bottom-up in nature. The basis of realizing holistic education in school is the school culture. Positive school culture will make holistic education done well, on the contrary negative school culture will make holistic education difficult to obtained. Therefore schools should build strong school culture in implementing holistic education; 2) school stakeholders who very important in realizing holistic education at Muhammadiyah Sleman Elementary School are principal, guard team of school culture, teachers, families, school committees, community, and guard team of holistic education.
Abstract
Education is an attempt to find information that is useful for life. Learning to know something (learning to know) becomes an effort that is done in getting useful knowledge and that is not useful. Knowledge and experience gained are then applied to solve problems that arise and get a change. This mastery of knowledge will lead students to find their true identity and develop their potential. After all these learning processes are passed, a student will be able to adapt to the environment and carry out his role in the community. Learning outcomes that students will get depend on the contribution of the curriculum that has been made. Therefore, in making a curriculum, it is pursued according to needs, not fragmented and can reflect all aspects thoroughly and contextually. The integrity requires a good character to make it clearer in bringing out a complete person.
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