The Implementation of Strengthening Character Education Program through Scouts Extracurricular Activities in Islamic Senior High School

Rahman, Amri; Wasliman, Iim; Hanafiah, Hanafiah; Iriantara, Yosal

doi:10.23887/jere.v5i4.32858

Cited by 9 publications

(12 citation statements)

References 31 publications

(47 reference statements)

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“…This study used a survey method on youth grades 7 to 12. Fifth, research by Rahman et al (2021) aims to analyze programs to strengthen noble character education for Islamic Senior High School (MAN) students through extracurricular activities. In addition, it also examines the implementation and impact of the program to strengthen noble character education for MAN students.…”

Section: Introductionmentioning

confidence: 99%

The Relationship of Extracurricular Activities with Students' Character Education and Influencing Factors: A Systematic Literature Review

Rahayu¹,

Dong²

2023

AIJP

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Extracurricular activities are part of the school curriculum that has significant implications for adolescent development, improving academic achievement and character development. Extracurricular activities have significant implications for adolescent development, particularly for the central identity configuration process during this developmental phase. Not only for teenagers, well-organized extracurricular activities are also an essential part of a child's life; (2) Purpose of the Study: This study aims to determine the relationship between extracurricular activities and student character education and identify factors that can strengthen or weaken the relationship between the two; (3) Methods: This study aims to determine the relationship between extracurricular activities and student character education and identify factors that can strengthen or weaken the relationship between the two; (4) Results: The findings of this study show that extracurricular activities have a positive relationship with the development of student character education with several determinant factors that influence the relationship between the two, namely internal school factors such as friends, teachers, and school climate. All three are elements that exist in the school environment and are interrelated with each other. Meanwhile, the external factors of the school are parents. These two factors have a significant influence on the relationship between extracurricular activities and the development of character education.; and (5) Conclusions: The relationship between extracurricular activities and student character education is generally positive and mutually reinforcing.

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Section: Introductionmentioning

confidence: 99%

The Relationship of Extracurricular Activities with Students' Character Education and Influencing Factors: A Systematic Literature Review

Rahayu¹,

Dong²

2023

AIJP

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“…Academic supervision to improve teacher performance ensures that the learning process runs according to established standards. Therefore, effective supervision must be sought to improve teacher performance as implementers in the learning process [1]. In schools, teachers play a strategic role and function as "spearheads" in the education process, besides that teachers are also the "most responsible people" for improving the quality of education [2].Considering that the duties and responsibilities of teachers are so important, the government tries to guarantee the rights and obligations of teachers through Law Number 14 of 2005 on Teachers and Lecturers [3].…”

Section: Introductionmentioning

confidence: 99%

Management of Academic Supervision to Improve Teacher Performance at MTsN 3 and MTsN 4 Banjarmasin City

Adnan

Sujiarto

Iriantara

et al. 2022

IJERSC

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This study is motivated by low teacher performance at MTsN 3 and MTsN 4 Banjarmasin, such as: (a) the unpreparedness of the teachers in carrying out teaching, (b) a number of teachers do not have textbooks and do not arrange teaching units, (c) low basic skills, especially in evaluating learning processes. This study focused on 1) academic supervision policies and programs to improve teacher performance; 2) implementation of academic supervision policies and programs to improve teacher performance; 3) academic supervision problems to improve teacher performance; and 4) future solutions and improvements on the implementation of academic supervision to improve teacher performance at MTsN 3 and MTsN 4 Banjarmasin. This study used a qualitative approach with a case study method. Data were collected using interviews, observation, and document studies to then further analyzed using triangulation techniques. This study used management theory by Griffin and supervision theory by Daresh, and performance theory by Hersey & Blanchard. Based on the results; 1) academic supervision policies and programs were not optimal to improve teacher performance; 2) academic supervision policies and programs to improve teacher performance based on assessment aspects have been carried out, but administrative requirements for teacher performance appraisals have not been fulfilled; 3) implementation of academic supervision to improve teacher performance is faced with low mentality, infrastructure support, financing, and unclear division of academic supervision tasks, and 4) future solutions and improvements on implementation of academic supervision to improve teacher performance at MTsN 3 and MTsN 4 Banjarmasin is through providing clarity on planning, implementation, and evaluation of academic supervision to improve teacher performance. Thus, it can be concluded that the management of academic supervision to improve teacher performance has been carried out through management stages but is still not maximized to comply with national education standards.

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“…Education has an important role in life both now and in the future. Education is a process towards improving, strengthening, and developing all the potentials possessed by students so that they can develop optimally (Taufik Rahman et al, 2021). In achieving these educational goals, a teacher is needed as a learning agent for students (Khairani et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…The importance of professional development for teachers is similarly explained by (Rahman et al, 2021) that professional development is one of the main reforms introduced into the education system. Since the start of the modern era in the 21st century, these reforms have been more intense and sustainable (Zaini & Syafaruddin, 2020).…”

Section: Introductionmentioning

confidence: 99%

Management Of Continuing Professional Development On Madrasah Aliyah Negeri Teachers To Improve Pedagogic Competence

Roosmawati

Wahidin

Muchtar

et al. 2022

IJER

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To support the success of teachers, pedagogic competencies are required to be developed and carried out in a sustainable manner. The problem of teachers in the Continuing Professional Development (CPD) effort is faced with various problems that do not only come from the teachers themselves but also from other factors such as policies. This study aimed to obtain information focused on 1) CPD planning to improve pedagogic competence of MAN teachers; 2) Organizing CPD to improve the pedagogic competence of MAN teachers; 3) Implementation of CPD to improve pedagogic competence of MAN teachers; 4) Evaluation of CPD to improve pedagogic competence of MAN teachers. This study used Terry & Rue's Management theory, and Spencer's Theory of Pedagogic Competence and Longman's theory of professionalism. This study used a qualitative approach with a case study method. The technique and instrument of data collection used triangulation method. The data sources used were triangulation of sources namely Head of Education Office, Principal of MAN, Teachers, and members of MGMP. Based on the results, 1) CPD planning has not been fully prepared by the madrasah and teachers. CPD planning is only planned when the teachers will arrange the administrative equipment for promotion, so that it cannot be used as an effort to improve the pedagogic competence of teachers. 2) Organizing CPD has been carried out through the CPD team organized by the madrasah, but in reality, the CPD Team has not been able to fully improve the pedagogic competence of teachers. Thus, the organization has not run effectively in accordance with the applicable guidelines regarding CPD. 3) The implementation of CPD is more directed at efforts to fulfill administrative tasks where teachers are still constrained in the preparation of innovation works, self-development activities and scientific publications; 4) CPD evaluation based on self-evaluation cannot be used as a basis for continuous improvement of CPD. CPD evaluation has not been considered as important for teachers in improving pedagogic competence. Thus, it can be concluded that the CPD to improve the pedagogic competence of MAN teachers has been implemented based on existing regulations and is running in accordance with the CPD program guidelines, but has not shown maximum efforts to improve the pedagogic competence of teachers.

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The Implementation of Strengthening Character Education Program through Scouts Extracurricular Activities in Islamic Senior High School

Cited by 9 publications

References 31 publications

The Relationship of Extracurricular Activities with Students' Character Education and Influencing Factors: A Systematic Literature Review

The Relationship of Extracurricular Activities with Students' Character Education and Influencing Factors: A Systematic Literature Review

Management of Academic Supervision to Improve Teacher Performance at MTsN 3 and MTsN 4 Banjarmasin City

Management Of Continuing Professional Development On Madrasah Aliyah Negeri Teachers To Improve Pedagogic Competence

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