Kebijakan otonomi daerah sangat besar dampaknya terhadap dunia pendidikan madrasah di Indonesia, Pendidikan madrasah yang seharusnya masuk dalam kerangka pendidikan nasional, akan tetapi dengan adanya kebijakan otonomi daerah membuat madrasah sebagai sekolah keagamaan ini tetap berada pada kewenangan pusat dibawah departemen agama. Tujuan artikel ini untuk menjelaskan bagaimana desentralisasi pendidikan di era otonomi daerah, menjelaskan posisi pendidikan madrasah di erah otonomi daerah, serta menjelaskan bagaimana peluang dan tantangan pendidikan madrasah. Metode yang digunakan dalam penulisan ini adalah library research (penelitian pustaka). Hasil penelitian menunjukkan pendidikan madrasah pada otonomi daerah terjadinya peningkatan mutu madrasah yang professional. Dengan melakukan strategi-strategi berikut: pertama, kedepannya madrasah mesti dikelola dan dimanage secara modern, Total Quality Education (TQE). Kedua, kedepannya Madrasah wajib lebih maju dan hasrus mampu mewujudkan harapan-harapan masyarakat. Sehingga pendidikan di madrasah menjadi pilihan utama bagi umat dan masyarakat. Untuk itu, agar madrasah tetap eksis pada era otonomi daerah, maka pengembangan Madrasah harus tetap berjalan seiring dengan semangat otonomi tersebut. Dan harus dihadapi dengan sikap optimis dan strategis serta antisipatif terhadap itu semua.
<p>Indonesia is intensively innovating in the world of education. Freedom to learn has become an innovation that has been hotly discussed since 2019. One of the updated policies in the independence of learning is the teacher's lesson plan. Through independent learning the lesson plans which previously consisted of hundreds of pages were made slimmer, namely one sheet. This curriculum is very effective and efficient, Some elementary schools in the Baso Agam sub-district are not ready to implement this curriculum and most teachers do not understand the form of one-sheet lesson plans applied explicitly to elementary schools. The purpose of this activity is to optimize the strengthening of teacher pedagogic competencies in implementing the independent learning curriculum at the Baso PAI KKG. The action was carried out using the training method. This training activity positively impacts Baso PAI KKG teachers, teachers are more ready to implement the free learning curriculum and teachers' academic competence in the lesson plands for free learning is more optimal. Because 28.6% chose very well, 55.4% chose a good level of understanding of the training on preparing 1 sheet lesson plans, and 58.9% said they were able to, and 26.8% said they were very able to explain it back to other teachers.</p>
Contribution of Discipline to Teacher Performance of Madrasah Aliyah Negeri (MAN)Padangpanjang. Teachers' performance was tending to be lower everywhere. It was assumed that this was closely related to their working discipline. This research aimed at revealing the contribution of the teachers' work discipline and principas instrucstional leadership toward teachers.Performance to do it, this reseach presented three hypotheses: The first, teacher working discipline contributed to teachers' ferformance; second, contributed to teachers performance, the third, both techers' working discipline and principals' instructional leadership contributed simultaneously toward the teacher performance.There were 97 senior high school teachers involved as the population of the research, twenty seven of them were selected as smples by using stratified proportional random sampling technique. Data were collected by using a questionanaire of likert scale model and analyzed by means of correlated and regression techniques. The results showed that: (1) Teachers' working discipline contributited significantly 47,0% Toward the teachers' performanc, it can be concluded that the working discipline.Anyway, there must be some other factors contributing which were not discussed in this study.However, the teachers' working discipline and had been tested to significanty contributed to the teachers' performance.
ABSTRAKMasih lemahnya karakter gemar membaca mahasiswa di perguruan tinggi, hal ini ditunjukkan dengan minimnya referensi mahasiswa dalam perkuliahan, sedikit sekali yang meminjam buku di perpustakaan dan mahasiswa lebih memilih bermain media sosial daripada membaca ebook atau artikel. Padahal, Pendidikan tidak hanya berfungsi sebagai pengembangan pengetahuan, pendidikan mestinya juga meningkatkan budi pekerti (karakter), salah satunya karakter gemar membaca. Untuk itu dalam penelitian ini ditawarkan model pembelajaran literasi untuk penguatan karakter gemar membaca mahasiswa. Dilihat dari hasil hipotesis angka probabilitas Asmyp. Sig. (2-tailed) sebesar 0.001 atau probabilitas di bawah alpha (0.000 < 0.05), dengan perbedaan rerata skor pretest dan posttest sebesar 8.611, H1 diterima dan H0 ditolak yang berarti terdapat peningkatan karakter gemar membaca mahasiswa UIN Bukittinggi setelah diberikan model pembelajaran literasi. ABSTRACTThe weak character of reading for students in tertiary institutions, this is indicated by the lack of student references in lectures, very few borrow books from the library and students prefer to use social media instead of reading ebooks or articles. In fact, education does not only function as the development of knowledge, education should also improve character (character), one of which is the character of liking to read. For this reason, this research offers a literacy learning model to strengthen students' fond of reading character. Judging from the results of the hypothesis probability number Asmyp. Sig. (2-tailed) of 0.001 or probability below alpha (0.000 <0.05), with a difference in the mean pretest and posttest scores of 8.611, H1 is accepted and H0 is rejected which means there is an increase in the reading character of UIN Bukittinggi students after being given a literacy learning model.
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