FIlantropi Islam dalam Upaya Pembentukan Karakter dengan Sistem Pendidikan Terpadu

Sulaeman, A.; Makhrus, Muh.; Makhful, Makhful

doi:10.30595/ajsi.v2i2.11701

Cited by 6 publications

(7 citation statements)

References 3 publications

(3 reference statements)

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“…Along with reducing food wastage in pesantren, the role of pesantren in supporting local and national economies and contributing to more sustainable development can be strengthened. Through awareness of the importance of managing food wisely, pesantren can be more active in achieving community welfare and inclusive economic growth in Indonesia (Sulaeman et al, 2021).…”

Section: Resultsmentioning

confidence: 99%

Food Management in Pesantren based on Integrated Farm Education and Entrepreneurship

Umam,

Janan,

Roslan

2023

JPFS

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Food is one of many global challenges that require significant attention. Indonesia, with the majority Muslim population and the largest number of pesantren in the world, has become the second biggest food contributor in the world. It is inconsistent with the principles of Islam. This research is concerned with the implementation of an integrative approach to food management in pesantren through the integration of agriculture and entrepreneurship education. Pesantren, as a self-sustaining community, provides an ideal medium to explore sustainable practices. This research is a qualitative case using the triangulation method with both observation and documentation techniques. This research involves the implementation of a structured education program within the Pesantren that combines agricultural practices and entrepreneurial skills. The results highlighted that by integrating agriculture and entrepreneurship education, pesantren communities significantly contributed to reducing the number of food. The results of this research demonstrate the effectiveness of integrating agriculture and entrepreneurship education in reduction, honing skills, and fostering a sense of responsibility and sustainable practices among residents. The findings emphasize the importance of integrating education and entrepreneurship for holistic food management in Pesantren. The discussion delved into the social, economic, and environmental implications, highlighting the potential for scalability and adaptation in other similar settings. This integrative approach does more than solve the food problem; instead, it also contributes to developing people skills and sustaining the community in Pesantren.

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Section: Resultsmentioning

confidence: 99%

Food Management in Pesantren based on Integrated Farm Education and Entrepreneurship

Umam,

Janan,

Roslan

2023

JPFS

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“…Dengan adanya pendidikan yang layak akan menciptakan manusia yang berilmu, beradab serta memperbaiki kualitas hidup. Akan tetapi belum semua masyarakat yang ada di lingkungan sekitar mendapatkan perhatian yang sama oleh pemerintah, dibuktikan dengan keadaan sekolah yang masih memperihatinkan seperti ruang kelas yang masih kurang dan tenaga pendidik yang kurang memadai, sehingga pendidikan yang layak belum dinikmati oleh semua masyarakat (Ardiansyah et al, 2021;Sulaeman, 2021), dibuktikan dalam Tabel 1 (Bustomi, 2012;Latief, 2016).…”

Section: Pendahuluanunclassified

“…Bentuk kegiatan filantropi pendidikan di Indonesia seperti infaq, sedekah, beasiswa bagi mahasiswa yang kurang mampu serta mahasiswa yang berprestasi dan lain sebagainya. Adanya tujuan dari filantropi pendidikan yaitu mengatasi kesenjangan pendidikan, mengatasi permasalahan ekonomi, mensejahterakan masyarakat banyak, memperbaiki kualitas pendidikan dan engatasi permasalahan sosial (Sulaeman, 2021). Mata kuliah filantropi pendidikan melalui kegiatan mini research yang dilakukan oleh mahasiswa kelas A, B dan C. Membentuk mahasiswa menjadi manusia yang lebih bermanfaat dan berilmu dalam bidang sosial.…”

Section: Temuan Dan Pembahasanunclassified

Menumbuhkan Kesadaran dan Keterlibatan Sosial Mahasiswa: Best Practice Dalam Perkuliahan Mata Kuliah Filantropi Pendidikan

Novi Andriani,

Heru Sulistya,

Sedya Santosa

et al. 2023

j. pendidik.

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This study aims to analyze whether the educational philanthropy learning model can foster student awareness and social engagement. The research used a qualitative approach. Data collection techniques are carried out by participatory observation techniques, where researchers are directly involved during lectures through presentation activities and in-depth interviews. The resource persons in this study were lecturers who taught educational philanthropy, students of the Islamic Religious Education Management (MPI) study program classes A, B and C. After the data is collected it is then analyzed by data reduction. Then the presentation of the data is used so that it can be accessed and understood easily. The next stage draws conclusions. The results of this study show that the educational philanthropy learning model can foster student awareness and involvement and can create an independent character, but there are still several factors that become obstacles in learning educational philanthropy courses, namely students are still not on time in collecting mini research report assignments that have been determined by lecturers who teach educational philanthropy courses. Abstrak: Penelitian ini bertujuan untuk menganalisis apakah model pembelajaran filantropi pendidikan dapat menumbuhkan kesadaran dan keterlibatan sosial mahasiswa. Penelitian menggunakan pendekatan kualitatif. Teknik pengumpulan data dilakukan dengan teknik observasi partisipatif, yaitu peneliti terlibat langsung selama perkuliahan melalui kegiatan presentasi dan wawancara mendalam. Narasumber dalam penelitian ini adalah dosen pengampu mata kuliah filantropi pendidikan dan mahasiswa program studi Manajemen Pendidikan Agama Islam (MPI) kelas A, B dan C. Setelah data dikumpulkan kemudian dianalisis dengan reduksi data. Kemudian penyajian data tersebut digunakan agar dapat diakses dan dipahami dengan mudah. Tahap selanjutnya menarik kesimpulan. Hasil dari penelitian ini menunjukkan bahwa model pembelajaran filantropi pendidikan dapat menumbuhkan kesadaran dan keterlibatan mahasiswa serta dapat menciptakan karakter yang mandiri, akan tetapi masih ada beberapa faktor yang menjadi kendala dalam pembelajaran mata kuliah filantropi pendidikan yaitu mahasiswa masih belum tepat waktu dalam pengumpulan tugas laporan mini research yang telah ditentukan dosen pengampu mata kuliah filantropi pendidikan.

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“…(Fatimah & Pratikno, 2022). Determining factors in student character formation also need to be taken into account (Sulaeman et al, 2021). In this context, the implementation of extracurricular education programmes can also support the strengthening of independent and creative character education in pupils.…”

Section: Introductionmentioning

confidence: 99%

Key Factors In Character Education

Agnes Renostini Harefa,

Nathanael Sitanggang

2024

IJHESS

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This study successfully identified key factors in character education, involving 34 variables assumed to have a strong correlation with character values. The testing was conducted through various methods, including the Kaiser Meyer Olkin (KMO) test, Bartlett's test, MSA, and confirmation of eigenvalues greater than 1, as well as based on the emerging factor loadings. This research uses explanatory factor analysis to identify key character factors that influence the successful implementation of character education at SMK Negeri 1 Gunungsitoli. This type of research is applied research that applies explanatory factor analysis methods. data obtained by carrying out the dissemination of quesioner to respondents, namely students of SMK State 1 Gunungsitoli of 60 students. The factor analysis results revealed that out of 43 variables, eight main factors were identified to explain the key aspects of character education. The first factor encompasses the ethics and personality of students, while the second factor involves the ethics and discipline of students. The third factor highlights the obedience and communication of students, while the fourth factor focuses on social ethics and student involvement. The fifth factor includes self-ethics and social interaction among students, while the sixth factor is related to academic ethics and the discipline of student learning. The seventh factor emphasises honesty and communication among students, and the eighth factor involves team collaboration and student participation.

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FIlantropi Islam dalam Upaya Pembentukan Karakter dengan Sistem Pendidikan Terpadu

Cited by 6 publications

References 3 publications

Food Management in Pesantren based on Integrated Farm Education and Entrepreneurship

Food Management in Pesantren based on Integrated Farm Education and Entrepreneurship

Menumbuhkan Kesadaran dan Keterlibatan Sosial Mahasiswa: Best Practice Dalam Perkuliahan Mata Kuliah Filantropi Pendidikan

Key Factors In Character Education

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