Penggunaan teknologi dan komunikasi identik dengan kehidupan sosial masyarakat di era revolusi 4.0 dan kebutuhan dalam masyarakat (society) 5.0. Hal ini memerlukan tindakan preventif terhadap dampak negatif dari perkembangan tersebut sehingga individu dapat lebih bijaksana menghadapinya. Dampak negatif perkembangan teknologi sebagai bentuk kebutuhan masyarakat 5.0 yang diperoleh melalui televisi, media cetak maupun media sosial mengarah pada timbulnya degradasi moral dalam masyarakat Indonesia, seperti meningkatnya kasus korupsi, tindakan pelecehan, penghinaan, dan sebagainya. Oleh karena itu pendidikan karakter merupakan jalan yang ditempuh pemerintah melalui kebijakan pendidikan yang tertuang dalam kurikulum pendidikan nasional. Selanjutnya, pemerintah menetapkan PAUD sebagai pondasi pembentukan karakter. Penelitian ini bertujuan untuk mengeksplorasi bagaimana teknik dan keberlanjutan pendidikan karakter dalam era revolusi 4.0 dan society 5.0 melalui kajian pustaka dari berbagai sumber.
This article aims to analyze the development of Islamic education in Indonesia and efforts to strengthen it in the national education system. This type of research is descriptive qualitative. The study of literature by focusing on terms of peeling, summarizing and collecting a literature, then the authors provide an analysis of the data that has been collected. The results showed that during the pre-independence era religious education was not only not recognized but also not included in the education system, it was even suspected of being a place to incite and fight the invaders. At the time of independence it did not yet have a role because the government still tended to be controlled by nationalist and secular groups, if there were Islamic groups, Islam was still more abangan. Thus the New Order government continuously fostered the quality of madrasa education so that in 1975 a joint decree (SKB) was issued by three ministers on Improving the Quality of Education in Madrasas, where the SKB of the three ministers had advantages and disadvantages. So that the solution of this weakness is the government is trying to make breakthroughs to restore the function of the madrasa as a place to print religious leaders, namely by opening an alternative Madrasah Aliyah named Madrasah Aliyah Special Program (MAPK). Henceforth, this MAPK was changed to Madrasah Aliyah Religious (MAK) which focuses and strengthens the field of Islamic education. There are two strengthening of Islamic education in the national education system, namely strengthening Islamic educational institutions, and strengthening religious subjects in all schools both under the auspices of the Ministry of Religion and other Ministries. Keywords: National Education System of Indonesia, Development of Islamic Education, Strengthening National Education System
The aim of this study was to enhance empowering the quality school resources in improving the quality of education in SMA Pasundan 3 Cimahi West Java. The researchers used qualitative research. Observation, interviews and documentation was used in this collecting the data. The result show that empowering school resources is increasing human resources, especially teachers and students, school facility and infrastructure in improving school quality, and alternative ways to improve the quality of education by improving quality teacher education, increasing teaching hours for teachers who lack teaching hours, adding school infrastructure needed by using BOS funds and increasing education development in suburban areas. Keywords: Empowering Quality School, School Resources, Quality Education
Penelitian ini bertujuan untuk menggambarkan pemanfaatan teknologi dalam pelaksanaan supervisi pembelajaran (e-supervison) di SMPN 21 Batang Hari. E-supervision merupakan suatu bentuk pembaharuan dalam pelaksanaan supervisi pembelajaran yang dilaksanakan oleh supervisor. Penelitian ini menggunakan metode kualitatif dengan pendekatan deskriptif. Objek penelitian ini yaitu guru pembelajaran, sedangkan subjek penelitian meliputi kepala sekolah dan pengawas sekolah...Teknik pengumpulan data penelitian berupa observasi, wawancara, dokumentasi, dan studi pustaka. Teknik analisis data yang digunakan meliputi reduksi data, penyajian data, dan penarikan kesimpulan, serta analisis domain..Hasil.penelitian menunjukkan bahwa supervisi pembelajaran berbasis teknologi telah dilakukan, tetapi dalam pelaksanaannya belum optimal. Supervisi elektronik yang digunakan meliputi aplikasi zoom, google meet, dan whatsappgroup. Adapun kendala dalam pelaksanaan e-supervision di SMPN 21 Batang Hari meliputi guru kesulitan dalam menggunakan teknologi dalam pelaksanaan supervisi. Hal ini dikarenakan pengaksesan jaringan internet yang tidak stabildan kebutuhan akan paket internet secara pribadi. Proses pelaksanaan supervisi dimulai dengan kegiatan pra supervisi,kegiatan supervisi yang dijadwalkan relevan dengan jam mengajar guru, kemudian dilanjutkan dengan kegiatan refleksi. Supervisi berbasis teknologi dilakukan untuk memberikan pembinaan terkait kendala dan perbaikan ke arah proses pembelajaran yang diharapkan.
The quality of education in Indonesia is still far from being expected. It is different from Taiwan. The government and people realize that a strong commitment to build and develop a national education system is a key determinant of the success of the state to maintain students’ achievement. The purpose of this study is to respond the correlation of teacher teaching experience (TTE) and instructional delivery on teacher’s competence (TCC), classroom curriculum (CC), and personal competencies (PC) by examining teachers in the primary schools from Taiwan and Indonesia. This study explores the differences between Taiwan and Indonesia cohort in TCC, CC, PC and correlation between TTE and TCC, CC, PC to bring learners` achievement. The results shown that the TCC, CC, PC are different from Taiwan and Indonesia. Then, TEE is statistically significant on TCC, CC, and PC. The techno teaching of each country is compiled by the ministry of education, and then the primary school is given the authority to develop techno teaching or students’ achievement in accordance with the conditions of each region and students’ demand in Indonesia which includes a teacher’s competencies that are supported to succeed the education especially in primary school.
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