Character education is an educational concept to form and foster a Muslim personality as a whole (syumuliyah). This literature study aimed to determine the implementation of character education and supporting and inhibiting factors for the implementation of character education in formal schools in Indonesia. Data analysis techniques by means of data reduction, data display, and conclusion. Based on research findings, the trend of implementing character education in Indonesian formal schools has the same spirit in the content of character education. In formal schools with the status of public schools, the implementation of character education follows government regulations as stated in the Strengthening of Character Education (SCE), which is an implication of Islamic teachings. As for formal schools with private status on an Islamic basis, character education tends to be oriented towards cultivating akhlakul karimah (moral education) combined with government regulations. The implications of this research lead to the cultivation of character values that are embedded in social attitudes and spiritual attitudes as provisions for students' daily lives. The supporting and inhibiting factors for the implementation of character education are also discussed.
Tujuan dari penelitian ini adalah untuk mendeskripsikan dan menganalisis transformasi misi pendidikan dasar dan menengah Muhammadiyah dalam kepemimpinan profetik, menjelaskan pengembangan tujuan strategis kecerdasan profetik siswa, dan mendeskripsikan dampak kepemimpinan profetik terhadap organisasi termasuk perubahan yang terjadi pada peserta didik. Penelitian ini menggunakan pendekatan kualitatif dalam perspektif psikologi pendidikan. Metode pengumpulan data yang digunakan yaitu dokumentasi, wawancara, dan observasi langsung. Teknik analisis data penelitian ini mengacu pada teknik eksplikasi, yaitu proses memaparkan dengan jelas pernyataan yang masih bersifat implicit (tersirat) dari responden penelitian. Hasil penelitian ini diperoleh bahwa transformasi misi dalam kepemimpinan profetik diaktualisasikan oleh kepala sekolah yang ditransformasikan dalam manajemen tujuan strategis sekolah di Pendidikan Dasar dan Menengah Muhammadiyah Yogyakarta, konseptualisasi model kepemimpinan profetik yang diterapkan relevan dengan nilai profetik dan terwujud dalam program tujuan strategis profetik untuk mencapai kemajuan sekolah unggulan baik sekolah berasrama ataupun non asrama, aktualisasi kepemimpinan profetik berdampak bagi organisasi sekolah dan kecerdasan profetik peserta didiknya di pendidikan dasar dan menengah Muhammadiyah Yogyakarta berupa prestasi baik dibidang akademik maupun di luar akademik, melaksanakan perintah agama, berakhlak mulia, menjunjung tinggi almamater, terlepas dari sifat-sifat remaja, separti tawuran dan sifat-sifat yang dilarang agama, memiliki jiwa usaha dan kepemimpinan, jujur dan bermental mandiri. Untuk penelitian selanjutnya, sistem pendidikan berbasis profetik harus diterapkan secara holistic dengan pendekatan yang komplit sehingga dapat mencapai visi akhlak al-karimah.
Persoalan selama pembelajaran kerap kali terjadi. Sebagaimana yang terjadi saat pembelajaran di SMA Muhammadiyah 5 Yogyakarta, siswa kurang antusisas dan kurang bergairah. Peneliti bermaksud untuk mengatasi solusi persoalan tersebut melalui implementasi jurnal belajar. Jurnal belajar merupakan strategi pendidik untuk memantau perkembangan belajar siswa. Jenis penelitian ini deskriptif dengan teknik pengumpulan data berupa angket. Teknik analisis data dilakukan secara deskriptif kualitatif. Hasil penelitian menunjukkan bahwa implementasi jurnal belajar siswa dapat memberikan solusi atas persoalanpersoalan siswa dalam pembelajaran, tingkat kesulitan materi, pelaksanaan pembelajaran yang kurang menggugah minat, serta sebagai bentuk refleksi siswa dalam mencari solusi atas masalah belajarnya. Bagi pendidik, jurnal belajar dirasa dapat menjadi bahan pijakan untuk mengevaluasi pembelajaran yang telah dilakukan dan sebagai pijakan untuk menyusun strategi dalam pembelajaran berikutnya. PENDAHULUANKemajuan belajar menjadi dambaan bagi setiap siswa, guru serta orang tua. Terlebih apabila dikaitkan dengan fenomena learning loss (kemunduran akademik) saat ini yang menimpa pendidikan di Indonesia, bahkan di level dunia. Learning loss terjadi akibat pandemic covid-19 yang berkepanjangan. Menurut hasil survey dari bank dunia, UNICEF dan juga Kementerian Riset Teknologi, dan Pendidikan (Rossa & Efendi, 2021) telah terjadi penurunan 0,44 sampai 0,47 persen terhadap standar deviasi (penyimpangan), atau senilai 5 sampai 6 bulan pembelajaran per tahun. Artinya, pembelajaran jarak jauh selama setahun membuat penyimpangan standar pembelajaran selama hampir satu semester lamanya. Terlebih bagi siswa yang berasal dari keluarga kurang mampu secara finansial memiliki resiko yang lebih besar 1,3 persen dibandingkan siswa yang berasal dari keluarga mampu.Learning loss merupakan kondisi siswa yang mengalami kemunduran pengetahuan maupun skill dalam bidang akademik. Kemunduran pengetahuan ini Tersedia Online di http://www.jurnal.unublitar.ac.id/ index.php/briliant
The curriculum is the heart of education, whose job determines the life or death of a school. This study aimed to compare the implementation of Adiwiyata school curriculum between public and private school in junior high schools, especially in Bantul Regency, Yogyakarta, Indonesia. Data collection techniques by means of literature studies. Data analysis techniques were carried out with qualitative comparative analysis. The results showed that: public and private schools in junior high schools in Bantul Regency, had fulfilled the four main components of the Adiwiyata curriculum, in terms of objectives, content, methods, and evaluation. The implementation of Adiwiyata curriculum in each public and private school varies according to the characteristics and potential of each school.
This study discusses the use of platforms in online learning for students with special needs. Students with special needs have participated in online learning in the last 2 years following government policies regarding the implementation of learning during the pandemic. The learning process certainly has its own challenges because of the different conditions of the students. Various adjustments that must be made are constrained by existing limitations. The rapid development of various learning platforms does not seem to have much contribution in the implementation of learning for students with special needs. This research was conducted in several schools in Java which represent the research topic. Data were collected through interviews with 3 groups of informants consisting of teachers, parents, and students. The data is supported by the results of observations and documentation of the implementation of online learning which is followed by students with special needs. The results show that in general there are 3 platforms used in online learning for students with special needs. The platforms used are Whatsapp„ Google Workspace, and Youtube. the three platforms are used in the process of delivering material, storing and categorizing learning documents, and used in the learning evaluation process. The selection of the platform was based on several considerations, namely: it is familiar to students, easy to use, and does not require a large quota. Keywords: Platform; Online Learning; Student with Special Needs
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.