Some characters influencing child development such as heredity, and developmental environment (Yusuf, 2006:31). The student developmental environment covers family, school, peer, and social environment. Setiati (2014) said that school culture or work climate describes the atmosphere and relation inter teacher, between teacher and principal, teacher and staff, and department around. We can also say that the culture moral is very important to create an effective atmosphere between principals, teachers, and students to set an example values grade in school. The researcher chooses a couple of samples based on a purposive sampling technique. After data collection, the researcher does the test to look for an influence of positive habituations and school culture toward the religious and caring of environment characters of the primary student. It was concluded that positive habituations and school culture are influencing the religious and caring of environment characters of the primary student in Cirebon City.
The crucial phenomenon that is the background of this research is the strengthening of the seeds of radicalism in Public Universities. The academic community, such as lecturers and students, are not spared from being influenced by extremist-radicalist notions, even in the context of the University of Djendral Sudirman (Unsoed) Purwokerto, there are lecturers who are members of the ISIS network and several students who are members of the NII network. Therefore, it is important for higher education institutions to internalize religious moderation (wasathiyyah) to students, so as to form a moderate religious attitude and not easily influenced by extremist-radicalist religious understandings. The purpose of writing this article is to discover patterns of religious understanding of Unsoed Purwokerto students and strategies for internalizing Islamic moderation values to students to counteract radicalism. This article is field research with a qualitative-descriptive approach and uses observation, interview and documentation techniques in searching the data. The results of the study indicate that the pattern of religious understanding of Unsoed Purwokerto students tends to be not comprehensive. The process of internalizing the value of Islamic moderation to students is carried out through PAI courses, lecturer approaches in teaching (dialogical, rational, and anthropological), fostering Al-Qur'an Reading and Writing and interpretation and mentoring through the Islamic Religious Assistance Program (P2AI). The strategies to counter radicalism are providing national insight in collaboration with the TNI-POLRI, forming SMEs that are adaptive to culture and the arts, socialization and dialogue about terrorism and radicalism with the National Counter-Terrorism Agency, Campus News, providing an understanding of religious moderation in the academic community, legalizing extra organizations to have activities on campus internally, accommodating courses for Believers, and carry out nationalism internalization through Unsoed Identity and Civics Courses. Keywords: Islamic Moderation; Students; Public University; RadicalismABSTRAKFenomena krusial yang menjadi latar belakang penelitian ini adalah menguatnya benih-benih radikalisme di Perguruan Tinggi Umum. Civitas akademika, seperti dosen dan mahasiswa tidak luput terpengaruh oleh paham eksremis-radikalis, bahkan dalam konteks di Universitas Djendral Soedirman (Unsoed) Purwokerto terdapat dosen yang tergabung dalam jaringan ISIS dan beberapa mahasiswa yang masuk ke dalam jaringan NII. Oleh karena itu, menjadi penting Perguruan Tinggi melakukan internalisasi moderasi beragama (wasathiyyah) kepada mahasiswa, sehingga membentuk sikap keberagamaan yang moderat dan tidak mudah terpengaruh oleh pemahaman agama ektremis-radikalis. Tujuan penulisan artikel ini adalah untuk menemukan pola pemahaman keagamaan mahasiswa Unsoed Purwokerto dan strategi internalisasi nilai moderasi Islam kepada mahasiswa untuk menangkal radikalisme. Artikel ini merupakan penelitian lapangan dengan pendekatan kualitatif-deskriptif dan menggunakan teknik observasi, wawancara dan dokumentasi dalam pencarian datanya. Adapun hasil penelitian menunjukkan bahwa pola pemahaman keagamaan mahasiswa Unsoed Purwokerto cenderung tidak komprehensif. Proses internalisasi nilai moderasi Islam pada mahasiswa dilaksanakan melalui mata kuliah PAI, pendekatan dosen dalam mengajar (dialogis, rasional, dan atropologis), pembinaan Baca Tulis al-Qur’an dan tafsir serta mentoring melalui Program Pendampingan Agama Islam (P2AI). Adapun strategi untuk menangkal radikalisme yaitu memberikan wawasan kebangsaan bekerja sama dengan TNI-POLRI, membentuk UKM yang adaptif dengan budaya dan seni, sosialisasi dan dialog tentang terorisme dan radikalisme bersama Badan Nasional Penanggulangan Terorisme, Kampus Mengaji, memberikan pemahaman moderasi beragama pada civitas akademika, melegalkan organisasi ekstra beraktivitas di dalam internal kampus, mengakomodir mata kuliah bagi Penghayat Kepercayaan, dan melakukan internalisasi kebangsaan melalui mata kuliah Jati Diri Unsoed dan PKn.Kata kunci: Moderasi Islam; Mahasiswa; Perguruan Tinggi Umum; Radikalisme.
Practical activities in learning science often experience constraint in terms of tools, materials, places and time. These constraints hinder the acquisition of facts, concepts and theories of science. The purpose of this study was to develop a learning media in the form of virtual laboratory to teach Science (symbiotic). In developing virtual laboratory media, the steps that should be followed include defining problem, designing system, programming, testing, operational and maintenance and evaluation. This media is valid and easy to be used in learning science at primary school. The instruments used in this study were observation and questionnaires. Four grader students were involved as the subject of the study. The results of expert validation and practitioners indicated that this media is feasible and can be used in learning science. Virtual laboratory learning media enable to visualize abstract concepts of substance or events into more concrete concepts for primary school students. Interesting and concrete learning media can develop students’ interests in learning science.
Disaster can happen anytime and anywhere, therefore the solutions offered for students' understanding of disaster, one of them is the SETS approach through disaster mitigation. This research aims to determine the learning process and to know the students’ activities, and their responses towards SETS approach through disaster mitigation. This research is a qualitative type with a sample of 37 students. Data collection techniques are the results of observations, questionnaires, interviews, and documentation. The results showed that 90% of students were more active, have the spirit to learn, and the response towards learning is very good. The implementation of SETS approach through mitigation is appropriate to do, because students experience the direct occurrence of flood disaster. With the introduction to disaster mitigation, students can realize the importance of preserving the natural environment and minimize the impact of disasters that can harm the community.
Limbah kertas bekas dapat dimanfaatkan menjadi barang yang memiliki nilai guna. Salah satunya pemanfaatan limbah kertas bekas menjadi bubur kertas yang dijadikan media pembelajaran literasi peta. Sasaran dalam kegiatan pelatihan ini yaitu Kelompok Kerja Guru (KKG) Gugus 04 Kecamatan Kesambi. Dalam kegiatan pelatihan tersebut dihadiri oleh guru dan siswa dari empat sekolah dasar yaitu SD Negeri Bima, SD Negeri Karang Yudha, SD Negeri Karyamulya 01 dan SD Negeri Karyamulya 02. Metode yang digunakan dalam kegiatan pengabdian ini yaitu metode ceramah, metode demonstrasi atau simulasi, metode tanya jawab dan pendampingan. Dari hasil pengabdian kepada masyarakat dapat disimpulkan guru dan siswa merasa senang dan antusias belajar membuat peta timbul (tiga dimensi). Karena siswa dan guru diajak untuk mengkonstruksi pengetahuan tentang peta melalui proyek membuat peta timbul (tiga dimensi). Adapun kendala dalam membuat peta diantaranya yaitu durasi pengerjaan yang lama karena dibutuhan cahaya matahari untuk proses pengeringan media peta timbul (tiga dimensi) yang dibuat siswa dan guru. Implikasi dari kegiatan pengabdian ini siswa didorong untuk menemukan pengetahuannya sendiri berdasarkan pengalaman dalam kehidupan sehari-hari agar informasi yang diterima mudah diserap.
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