The achievement gap in Indonesia? Organizational and ideological differences between private Islamic schools

Muttaqin, Tatang; Wittek, Rafael; Heyse, Liesbet; Duijn, Marijtje van

doi:10.1080/09243453.2019.1644352

Cited by 20 publications

(19 citation statements)

References 37 publications

(53 reference statements)

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“…The characteristics of the madrasahs are manifested in some aspects, namely specific religious subjects being taught at the school, such as: Al-Quran hadith, moral aqidah, fiqh, Islamic cultural history, and Arabic [2] and the atmosphere religious life at madrasah so that the Islamic values in the presentation of lesson materials for each subject. In practice, the characteristics are influenced by many factors including the affiliation of the religious organization or the foundation of the organization [3], [4]. With its uniqueness, it has implications to the learning process, interaction patterns of the students and students with the teachers, all of which also have an impact on how the assessments should be carried out [5], [6].…”

Section: Introductionmentioning

confidence: 99%

Do Instructional Practices by Madrasah Teachers Promote Numeracy?

Kusaeri¹,

Yudha²,

Kadarisman³

et al. 2022

Proceedings of the International Conference on Madrasah Reform 2021 (ICMR 2021)

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This study aims to explore teachers' experiences related to the National Assessment (AKM/AKMI), test/explore teachers' teaching experiences that contribute to students' competence in numeracy literacy, and test/explore teacher teaching experiences related to teaching activities that support/less support AKMI. A cross-sectional survey approach with self-report instruments was applied in this study. The data were obtained from a survey of 6,404 teachers from all over Indonesia. Data were analyzed by descriptive statistics (mean, frequency and percentage) combined with regression analysis. Important findings of this study: (a) most madrasah teachers have never attended training, seminars, courses or read reference s (articles or books) related to national assessments (especially AKMI); b) The experience of teachers participating in training, seminars, courses on leadership assignments has a significant contribution on the results of the student's numeracy literacy test; and (c) The type of teacher's experience on reading articles or books on the National Assessment and giving practice questions, quizzes or homework assignments that require students' critical thinking skills contributes to supporting AKMI. The findings indicate the importance of support from madrasah leaders along with related stakeholders in order to always encourage teachers to participate in socialization (training, workshops or seminars related to AKMI). Socialization related to AKMI content also needs to be carried out more massively by the Ministry of Religion (through digital content or various other creative ways in the midst of this pandemic).

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Section: Introductionmentioning

confidence: 99%

Do Instructional Practices by Madrasah Teachers Promote Numeracy?

Kusaeri¹,

Yudha²,

Kadarisman³

et al. 2022

Proceedings of the International Conference on Madrasah Reform 2021 (ICMR 2021)

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show abstract

“…Almost 60% of senior high school in Indonesia is private schools and 90% of the private schools are Islamic ones since Islamic senior high schools are seen as a more critical provider of education service than public schools in Indonesia because they have a large number of students, mainly in urban and remote areas. So the tradition of Islamic schools can be easily found in Indonesia (Muttaqin, Wittek, Heyse, & van Duijn, 2019).…”

Section: Introductionmentioning

confidence: 99%

A Cloning Issue of Sacrifice Animals (Qurban) in Biology Teachers' Argumentation in Islamic Organization-Based Senior High Schools

Alindra¹,

Widodo²,

Rahman³

et al. 2022

jupe

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One of the exciting topics in the socio-scientific issue is cloning. This issue is seen as a debatable issue in religion and science. In the practice of science learning in class, Biology teachers are required to be able to present this topic proportionally. This research aims to study how the arguments of Biology teachers in Islamic organization-based senior high schools in Indonesia face the cloning issue of sacrificed animals. This research was conducted in three Islamic organization-based senior high schools. This research uses the qualitative method by observation process on the learning of cloning topic in the class, questionnaire, and an in-depth interview with Biology teachers of XII grade from the three different schools in Banten Province, Indonesia. Results of the research show that related to the cloning issue of sacrifice (Qurban) animals is not only related to the religious aspect; there is the existence of specific argumentation patterns in the mind of the teachers. The designs are presented in the frameworks of economic (Organization A), social humanity (Organization B), and knowledge (Organization C). These three frameworks of organization give the primary colors for each teacher's argumentation. Thus, further studies must explore the effects of Islamic organizations on the arguments and the practice of cloning topic teaching at Islamic organization-based senior high schools.

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“…Organizationally, this school is under Muhammadiyah community organization. In the managerial implementation, apart from being based in the Muhammadiyah organization, this school is under the auspices of the Ministry of Education and Culture (Muttaqin et al, 2019). Along with adopting a national curriculum, Muhammadiyah school also enriches the curriculum with the teaching of Islam and Muhammadiyah knowledge.…”

Section: Introductionmentioning

confidence: 99%

School principal’s role in increasing teachers’ pedagogical and professional competence in elementary schools in Indonesia

Ansori

Suyatno

Sulisworo

2021

JAMP

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A principal has an important role in improving teacher’s competence. This qualitative research with a case study approach aimed to reveal school principal’s role in increasing teacher pedagogical and professional competence in Muhammadiyah elementary school of Macanan, Sleman and Muhammadiyah elementary school of Al-Mujahidin, Gunungkidul. The research subject was the school principal and teachers. Data were collected through observation, interview, and documentation, then were analyzed using the stages of data collection, data reduction, data representation, and conclusion drawing. The results show that the role of the school principal in increasing teacher pedagogical and professional competence was as a manager, leader, and innovator. As a manager, the school principal planned the program by detailing educators need and education staff, planning curriculum, and planning a policy for ad-ding the subject of guidance and counselling. As a leader, the school principal set the targets regarding class management and arranged a briefing, while as an innovator, the school principal emphasized the importance of innovation of information technology-based learning and class management. The three roles of the school principal impacted on teacher competence in conducting fun and meaningful learning, class management, the use of information technology in learning, the mastery of the material and student development. This research finding recommends Indonesia’s educational stakeholders to formulate the teacher’s competence development program.

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The achievement gap in Indonesia? Organizational and ideological differences between private Islamic schools

Cited by 20 publications

References 37 publications

Do Instructional Practices by Madrasah Teachers Promote Numeracy?

Do Instructional Practices by Madrasah Teachers Promote Numeracy?

A Cloning Issue of Sacrifice Animals (Qurban) in Biology Teachers' Argumentation in Islamic Organization-Based Senior High Schools

School principal’s role in increasing teachers’ pedagogical and professional competence in elementary schools in Indonesia

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