The Faculty of Teacher Training integrated SNPT (National Standard for Higher Education) 2015 and QMS (Management Quality Standard) ISO 9001: 2015 in Quality Model Design FTIK (Faculty of Teacher Training and Education). This paper is aimed to analyze and to create a model for quality improvement of FTIK IAIN Pontianak. This a research-and-development study (R&D) with a mixed method. The stages include the introduction, model design development, and expert’s model validation in quality testing at the Islamic Education major (PAI) and Arabic Education (PBA), and Islamic Elementary School Teacher Training (PGMI). This paper shows that there are four majors in FTIK that are still below the standard of SNPT 2015. FTIK innovated to find Model ISQEE to improve the quality of the four majors at FTIK IAIN Pontianak with SNPT 2015 and QMS ISO 9001: 2015. Keywords: Quality model of ISQEE, SNPT 2015, QMS ISO 9001:2015 Abstrak Fakutas Tarbiyah Mengintegrasikan SNPT (Standar Nasional Perguruan Tinggi) 2015 dan SMM (Standar Mutu Manajemen) ISO 9001:2015 dalam Desain Model Mutu FTIK (Fakultas Tarbiyah dan Ilmu Keguruan). Paper bertujuan menganalisis dan menciptakan model dalam upaya peningkatan mutu FTIK IAIN Pontianak. Jenis penelitian menggunakan research and development (R&D) dengan pendekatan mix method. Tahap studi pendahuluan, pengembangan desain model, dan validasi model expert’s judgement dalam menguji coba mutu pada jurusan PAI (Pendidikan Agama Islam) PBA (Pendidikan Bahasa Arab), PGMI (Pendidikan Guru Madrasah Ibtidaiyah), dan PIAUD (Pendidikan Islam Anak Usia Dini). Paper menunjukkan 4 jurusan FTIK masih belum standar SNPT 2015. FTIK berinovasi menemukan Model ISQEE menciptakan peningkatan mutu empat jurusan FTIK IAIN Pontianak dengan SNPT 2015 dan SMM ISO 9001:2015. Kata Kunci: Model Mutu ISQEE, SNPT 2015, SMM ISO 9001: 2015
ABSTRAKLembaga pendidikan yang memungkinkan dapat menyelenggarakan pembelajaran formal dan nonformal bahkan informal secara sekaligus adalah pesantren. Dalam sejarahnya, keterkaitan langsung antara lingkungan madrasah, keluarga dan masyarakat bahkan dengan negara telah berlangsung selama kurang lebih empat abad. Hal yang kemudian diperlukan oleh pesantren adalah merumuskan kurikulum yang jelas yang mampu melingkupi semua bentuk dan lingkungan pendidikan. Upaya tersebut telah dilakukan oleh Pesantren Al Mukhlisin Mempawah Kalimantan Barat. Penyelidikan ini bertujuan menggambarkan pola pengembangan kurikulum pesantren tersebut. Metode penyelidikan yang digunakan adalah studi kasus. Data diperoleh dari wawancara, pengamatan dan studi dokumen. Hasil penyelidikan menunjukkan bahwa pengembangan kurikulum pesantren tetap harus memperhitungkan mutu kurikulum baik dalam tahap perencanaan, pengendalian maupun penguatan. Karakter dasar kurikulum dapat dilandasi oleh karakter mukmin ulul albâb yang secara historis telah menjadi visi utama pesantren sejak abad 17. Karakter tersebut sedemikian rupa terintegrasi dalam bentuk pembelajaran madrasah, pengajian dan kehidupan nyata pemondokan santri, ustadz dan kiai (pola pengasuhan pondok pesantren).Kata Kunci: Kurikulum, Mukmin Ulul albâb, Pesantren ABSTRACT An educational institution that allows organizing formal and non-formal learning even informal at
There is a tendency of similar idea that caught the conflict prevention and management efforts nowadays to the articles of the
This article analyzes the relationship between Sufism (mystical Islam) and the making of moderate Islam in Nusantara, a region that historically has been covered by various Muslim-majority populations in Southeast Asia, especially Indonesia. This focus is important for two reasons. First, Islam was first introduced to this region through the hands of Sufi preachers when Sufism was the the-dominant feature of Islam. Second, Islam has been practiced peacefully in this region for centuries through an adaptation with mystical practices of the local beliefs. Thus, the main question of this article is aimed at exploring the ways in which Sufism has contributed to the development of moderate Islam in Nusantara. In doing so, two different approaches are employed: the orthopraxic and historical approach and the phenomenological approach. While the former is especially employed to examine the historical introduction of Sufism into Nusantara, the latter is to analyze the essential teachings of Sufism, which are deemed flexible and inclusive towards cultural diversity. This study concludes that the development of moderate Islam in Nusantara cannot be separated from the century-long contribution of Sufism, the implication of which has created fundamental structures for harmonization of religious lives in Nusantara.
Abstrak:Ai-Qur'an memuat qyat-qyat yang berkaitan dengan evaiuasi pendidikan. Istiiah evaiuasi di daiam aiQur'an antara lain; al-Hisab, al-Hafidh, Tazkirah, al-Fitnah, Bala', al-Inba', an-Nacl zar, al-Wazn, clan at-Taqdir. Hisab menu'!fukkan hasii evaiuasi. Istiiah hafidh/hafidhan adaiah ada f!J a otoritas T uhan sebagai pendidik aiam dan manusia seb aga i pendidik, peserta didik yang memiiiki problem serius yang berkaitan dengan sikap dan periiaku mereka yang negatif dibenkan bimbingan oieh guru yang senior, demikian puia sebaiik f!J a. Istiiah tazkirah terkait pada bahan atau materi 191an. Istilah al-fitnah, terkait dengan psiko-test. Istilah bala ', terkait dengan mata kuiiah, bidang studi atau mata pelqjaran. Istilah al-inba', terkait dengan evaiuasi daiam bentuk dialog atau tes ii.ran yang membutuhkan pengembangan jawaban, serta memberikan hadiah atau penghargaan kepada peserta didik yang be,prestasi. Istiiah al-nadhar terkait dengan evaiuasi pendidikan yang memeriukan perenungan dan pengk q; zan yang iebih mendaiam meiaiui proses obseroasi, eks perimen dan analisis yang menghasiikan abstraksi-abstraksi yang valid. Istilah al-waznu terkait de nga n aiat ukur yang valid, pembobotan dan of?jektifitas. Istilah al-taqdir terkait dengan pembobotan dan vaiiditas hasii bei q; ar. Kata Kunci: Ayat-qyat ai-Qur'an, Evaiuasi Pendidikan A. PendahuluanEvaluasi dalam proses pendidikan merupakan hal yang sangat penting. Evaluasi merupakan rangkaian akhir dari proses pendidikan. Evaluasi secara luas dilakukan untuk mengetahui tingkat keberhasilan clan kelemahan suatu proses pendidikan Islam (dengan seluruh komponen yang terlibat di dalamnya) dalam mencapai tujuan pendidikan yang dicita-citakan .... Evaluasi secara sederhana sebagai suatu kegiatan untuk menentukan taraf kemajuan suatu pekerjaan dalam proses pendidikan .... (Nizar. S, 2002:78). Pencl apat senada dikemukakan oleh Nata, A (1997:134) evaluasi pendidikan aclalah "suatu kegiatan yang berisi mengaclakan pengukuran cl an penilaian terhadap keberhasilan pendidikan cl ari berbagai aspek yang berkaitan dengannya. Dengan EVALUASI PENDIDIKAN DALAM 245 LAILIAL MUHTIFAH PERSPEKTIF Al-QUR'AN AL-QALAM 246 Vol 22, No. 2 (Mei-Agustus 2005) B. Istilah Evaluasi dalam Al-Qur'an Ada beberapa istilah yang dapat dipergnnakan untuk memahami evaluasi di da1am al-Qur'an. Beberapa istilah itu terutama al-Hisab, al Hajidh, Tazkirah , al-Fitnah, Bala', al-Inba: an-Nad z.ar, al-WaZ,?1, dan at Taqdir. Sembilan istilah itu tersebar dalam 58 surat. Secara rinci dijelaskan sesuai dengan istilah-istilah itu sebagai berikut. a.Al-Hisab/HisabanKata hisab/ hisaban disebutkan da1am Al-Qur'an sebanyak 29 kali, yang tersebar da1am 14 surat. Secara etimologi, hisab berarti perhitungan. Arti lain dari kata hisab berarti bilan ga n (al'addu). 2 Menurut Shihab, kata hisab dapat berarti perhitungan, pertanggung jawaban, batas atau d ugaa n. 3 EVALUASI PENDIDIKAN DALAM PERSPEKTIF Al-QUR'AN EVALUASI PENDIDIKAN DALAM PERSPEKTIF AL-QUR'AN
Islamic education today has faced very complex challenges. The endless pandemic, the era of the Industrial Revolution 4.0, and even Society 5.0 are among the challenges that must be well responded. Therefore, a paradigm shift is a must in Islamic Education today. This work offers an exploration of the need to institutionalize a new paradigm of integrative Islamic education through e-learning flipped classroom (ELFC). This study is library research using literature as the basis for extracting data. This study uses a qualitative approach with the method of documentation. The purpose of this research is exploratory, namely finding the concept of a new paradigm of integrative Islamic education through ELFC in developing the character of Mukmin Ulul Albab in the field of Islamic Education. This study concludes that the new paradigm of Islamic Education which is integrative, effective, and efficient, along very urgent to be institutionalized in Islamic Educational Institutions. The steps of institutionalization through institutional design are as follows: preparation of regulations, procedures, values, and organizational structures to direct appropriate behaviour because of mutual agreement in the form of regulations and or institutional policies. The findings of this concept have implications for character growth into spirituality, moral nobility, breadth of knowledge, and professional maturity. These implications become very important because alumni who are able to take part in global scope but still manifest their identity as the true believers are the success of Islamic Education.
A B S T R A C TThis paper intends to examine the concept of character education curriculum development through PAI-based tarbiya mukmin ulul albab. the approach used in this research is literature study (library research) with literature review method. The results showed that conceptually the development of the curriculum found a theoretical model with the name "a flower" in accordance with the meaning of education is the process of growing. This conceptual model is an ideal model. The model can also be used as a guide in implementing character education through PAI and as a curriculum diversification. The model has a solid and integrated philosophical foundation from the source of the science of kauliah (Al-Quran and hadith) and the source of kauniah science (empirical/natural phenomena) so that the model is holistic and flexible.
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