Ketika pandemic covid-19 merebak, Kementerian Pendidikan dan Kebudayaan (Kemendikbud) siap dengan segala skenario, termasuk mendorong pembelajaran daring bagi mahasiswa. Tujuan dari penelitian ini adalah untuk menjelaskan filosofi Kurikulum Merdeka Belajar dan pembelajaran digital di Indonesia selama menghadapi Covid-19. Konsep Kampus Merdeka menjadi jawaban dalam menghadapi era Revolusi Industri 4.0, sebagaimana konsep Mendiknas tentang pembelajaran mandiri merupakan upaya untuk melakukan keadilan di masa perubahan, terutama dalam keadaan darurat. Mahasiswa yang perlu mengubah konsep kampus yang lebih baik, serta isu-isu yang lebih baru. Dalam hal ini diasumsikan bahwa era revolusi industri 4.0 adalah era teknologi tinggi dan harapannya mahasiswa di seluruh Indonesia siap menghadapi tantangan era revolusi industri 4.0 dengan konsep 'one area'. Kampus mampu bekerja sama, berkreasi, dan siap melayani sesama, diri sendiri, dan masyarakat luas.
This research was motivated by moral and social crises that occur in Indonesian society, especially in West Java. It was predicted that the society is not ready to face this era if they analyse moral cases occur in West Java. Most people who adhere to this religion of Islam, have not been able to fully realize the Islamic values in daily life. Ideally, education as a mediator in dealing with these cases presents a solution. Therefore, this article was to provide a basic inspiration regarding the innovation of the Islamic education curriculum based on the values of Sundanese cultural characters. This research uses library research’s method by using inductive-deductive analysis as well as a comparison of literature and content analysis techniques. The result showed that the presence of an Islamic education curriculum based on cultural Sundanese character values could emerge a generation that upholds culture and Islam. Hence, it could make the next generation of a nation to have noble character. Keywords: Sundanese Culture, Era Society 5.0, Curriculum, Islamic Education
Teacher performance evaluation needs to be done at an educational institution with the aim to see the quality of teachers as the key determinant of success of an educational institution. Qualified teachers in turn are expected to improve the quality of learning. The purpose of this research is to know the performance evaluation of Madrasah Aliyah Model and Non Model in West Java, to know the quality of learning of Madrasah Aliyah Model and Non Model in West Java, to know the influence of teacher performance evaluation toward the quality of learning, to know comparison of teacher performance evaluation and learning quality between Madrasah Aliyah Model and Non Model in West Java as well as to know the supporting and inhibiting factors of performance evaluation of Madrasah Aliyah Model and Non Model teachers in West Java. This research uses quantitative approach, data collection technique is done through questionnaire, interview, observation and document study. The location of research in MAN 1 Bandung as MAN Model and MAN 1 Garut as MAN Non Model. Data analysis is done by using statistics. The results showed that teacher performance in both madrasahs showed quite effective performance. The quality of learning in both madrasah also shows good quality. While the influence of performance on the quality of learning in both madrasahs showed less significant effect that can be ignored or considered no effect. Comparison of teacher performance and learning quality indicate that MAN Model represented by MAN 1 Bandung is better than MAN Non Model which in research represented by MAN 1 Garut. The factors supporting the evaluation of teacher performance and the quality of learning in both madrasah are seniority of teachers so that they are professional, besides from the facility for MAN 1 Bandung becomes an advantage compared to other schools. Inhibiting factors are still low level of ability of teachers to write and research so that hard work of all parties to continue to improve the quality of both the performance of teachers and the quality of learning.
Penelitian ini bertujuan untuk mendeskripsikan formulasi dan adopsi kebijakan pendidikan yang dilakukan di pondok pesantren Hidayatul Muhsinin, Kabupaten Kubu Raya, provinsi Kalimantan Barat. Hal ini dilatarbelakangi dari upaya mengungkap eksistensi dari pesantren sebagai suatu lembaga pendidikan tradisional yang terbukti masih dapat bertahan di tengah arus globalisasi dan perkembangan zaman, serta semakin ketatnya persaingan antara lembaga-lembaga pendidikan modern yang bersifat kekinian. Adapun metode yang digunakan dalam penelitian ini adalah metode penelitian lapangan dengan pendekatan kualitatif. Sedangkan untuk instrumen pengumpulan data penelitian adalah berupa wawancara, dokumentasi dan observasi. Berdasarkan hasil penelitian yang telah dilakukan menunjukkan bahwa formulasi dan adopsi kebijakan pendidikan yang berlangsung di pondok pesantren Hidayatul Muhsinin dilakukan melalui enam tahapan, antara lain: a) Identifikasi masalah kebijakan, b) Penyusunan agenda, c) Perumusan kebijakan, d) Pengesahan kebijakan, e) Implementasi kebijakan, dan f) Evaluasi kebijakan. Selain itu, kebijakan pendidikan yang ada di pondok pesantren Hidayatul Muhsinin disusun oleh Kyai, Kepala Sekolah, Ustadz dan guru dengan melibatkan komite sekolah.
Islamic Religious Education (PAI) learning that conducted online during the Covid-19 pandemic had an impact on low learning outcomes. Organizing effective learning online was a challenge for Islamic Education teachers. After Islamic Education teachers learn and use Book widgets as a learning medium, the attendance and learning outcomes of students increase significantly. This study aims to determine the increase in attendance and learning outcomes of students in online Islamic Education learning specifically about fasting topic with the Book widgets learning media. The subjects in this study were 47 students of Islamic education and class VII-a and VII-e students, consisting of 22 male students and 25 female students. The classroom action research method was carried out in two cycles. Data collection techniques were carried out by writing techniques and interviews. The collected data were then analysed using descriptive analysis techniques by comparing the results between the initial data, cycle I and cycle II. The results of this study indicated a significant increase in attendance and learning outcomes of students. The attendance of students was 84% initially, to 96% in cycle I, and 100% in cycle II. The average learning outcomes of students in pre-cycle 76 became 87 in cycle I, and 96 in cycle II.
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