In studying the yellow book (kitab kuning) there is at least grammatical science that must be learned by a student, namely the science of Nahwu and Shorof. But in reality for the majority of students studying both sciences is a scourge. This is because in learning science nahwu and shorof there are many terms that seem difficult to understand. To induce the learning of nahwu and shorof, of course the existence of the kiai in determining his learning strategy is very important so that the presumption of learning nahwu and shorof that seems difficult can be easy. This study aims to determine the strategy of the kiai in inducing learning from nahwu and shorof at Al-Bidayah Islamic Boarding School in Tegalbesar Kaliwates Jember. The method used in this study uses a descriptive qualitative research approach. The data collection techniques using interviews, observation and documentation using purposive sampling in determining research subjects. Data analysis and checking the validity of the data in this study used the theory put forward by Miles and Huberman. In testing the validity of the data obtained, researchers used a triangulation technique. This research has concluded that the kiai in the success of nahwu and shorof learning use two strategies, namely the learning method and the preparation of textbooks. The method that is often used is the Wetonan method, sorogan and memorization (hafalan) as traditional methods and peer tutorial methods as modern methods. The preparation of textbooks done by the kiai is a new breakthrough because this book is arranged systematically so that it is easy to understand, digest and understand by students. Keywords: Strategy of the kiai, the science of Nahwu and Shorof
Organizational Climate is a subjective perception about the condition of a person in an organization that is sustainably maintained by involving all stakeholders, so that organizational goals can be achieved effectively and efficiently. If the organizational climate setting in an institution is positive, then the vision, mission and goals which are the ideals of the school will be effectively achieved. This research uses research library type research. The data analysis technique uses content analysis. Based on the results of research conducted by experts, including Tagiuri, argues that in developing the organizational climate in schools, there are four dimensions namely the ecological or environmental dimension, the social dimension, the social system and the culture that surrounds it. These four dimensions according to Taguiri include all dimensions in educational institutions to achieve the goals of the organization of educational institutions. Among the strategies that can be used to develop a positive organizational climate through these four dimensions, namely by making a policy or regulation by the Principal, where the policy leads to the improvement of organizations that are oriented to quality.
Penelitian ini mengkaji tentang pelaksanaan supervisi pengawas madrasah dalam peningkatan kompetensi pedagogik guru. Penelitian ini secara spesifik membahas tentang pelaksanaan supervisi akademik yang dilakukan oleh pengawas madrasah yang terdiri dari perencanaan kegiatan supervisi, pelaksanaan supervisi hingga sampai tindak lanjut. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif. Teknik pengumpulan data menggunakan pengamatan, wawancara, dan studi dokumen. Alat analisis data yang digunakan model interaktif yang terdiri dari pengumpulan data, reduksi data, penyajian data dan penarikan kesimpulan/verifikasi. Semenyara itu, keabsahan data dalam penelitian ini menggunakan trianggulasi sumber. Hasil penelitian ini pertama, perencanaan kegiatan supervisi akademik meliputi penyiapan instrumen supervisi, membuat rancangan pendekatan supervisi dan teknik supervisi dan penentuan waktu pelaksanaannya. Kedua, pelaksanaan kegiatan supervisi akademik dilakukan dengan pendekatan kolaboratif dan teknik individual dan kelompok. Teknik individual yakni pertemuan secara individu dengan guru, sedangkan teknik kelompok dengan cara menghadirkan seluruh guru untuk diskusi sebagai proses kelompok dan tukar-menukar pengalaman. Sebagai tindak lanjut dari pelaksanaan sepervisi, yakni pengawas memberikan pembinaan kepada guru dengan cara memberikan pelatihan. Kata Kunci: supervisi akademik, pengawas madrasah, kompetensi pedagogik Abstract The study examined the execution of the madrassa supervisor's supervision in increased pedagogical teachers' competence. The study specifically discussed the implementation of academic supervisions carried out by madrassa supervisors of supervision activities, the administration of supervision down to follow-up. The approach used in this study is a qualitative approach. Data-collecting techniques use observation, interviews, and document study. The data analysis tool used by interactive models consists of data collection, data reduction, data presentation and deduction deduction. Incidentally, the validity of the data in this research uses source triulation. The results of this first study, the planning of the academic supervision activities included the preparation of supervision instruments, the design of supervision approaches and supervision techniques and the timing of the execution. Second, the performance of academic supervision is carried out with collaborative approaches and individual and group techniques. An individual technique of meeting individually with teachers, while a group technique presents all teachers to discussion as a group process and an experience swap. As a follow-up to the exercise of a sense, the supervisor gives coaching to the teachers by training them.
This study aims to describe: 1) the implementation of centers of preparation in developing verbal linguistic intelligence, 2) supporting factors and obstacles to the implementation of preparation centers in developing verbal linguistic intelligence. This type of research is a qualitative research method with the principal subject of research, teachers, students aged 5-6 years. Data collection is done using the method of observation, interviews and documentation. The results showed that: 1) the implementation of the method of preparation center in developing verbal linguistic intelligence was carried out with 3 stage, 2) supporting factors in the implementation of preparation centers, namely: a) the media provided varies or the availability of complete facilities and infrastructure, b) learning based on age classification c) programmed learning. while the inhibiting factors are: a) the condition of the guardian of the student who does not understand the method of preparation center, b) the mood of the changing child c) the media that do not support the difficult theme d) not all teachers graduate from PAUD.
The existence of pesantren as a religious education institution is a reality that can not be denied. Throughout the history, the boarding school continues to pursue and improve its quality. Pesantren as an institution that accompanies Islamic da’wah in Indonesia has a pluralistic perception. And to realize the pluralistic perception, especially the purpose of pesantren in the field of religious intellectuals, pesantren as an educational institution can make it happen through the study of the classic book commonly. In its learning activities, pesantren and yellow book are two inseparable sides in Islamic education in Indonesia, even without the existence and teaching of the yellow book, an educational institution is not called pesantren. To keep pesantren as the center of Islamic studies, maintenance and yellow book remain the main characteristic. Of course, the role of kiai through his leadership charismatic is very influential and decisive, it is clear from the fact that there are some boarding schools that can not grow or extinct, because the figure of kiai as a leader in the boarding school can not play the role properly. Keywords: Kiai, Leadership, Islamic Studies
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