TARBIYA: Journal of Education in Muslim Society
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Connecting the World: The Utilization of ICT for Rural Teacher Education in Indonesia
No full textAbstract This study aims to explore the impacts of the convergence of ICT (information and communication technology) for training in-service elementary school teachers in Indonesia. As a country in which almost a half of its population live in rural areas, Indonesia has a very serious issue with the quality divide which is quite extensive between urban and rural teachers. Thus, the use of ICT can be an alternative to reduce the gap, facilitate social justice and, therefore, connect the rural teachers to the world. Particularly, this study is focused on benefits and constraints of the issue when applied in that rural setting. The investigation is based on a literature review that certain academic refereed journal articles are analysed. Then, the analysis shows that infusing ICT can impact positively in the way that its advantages involve the expansion of opportunities for rural teachers to receive continuous training, collaborative actions among teachers from different schools, skills and resource development to upgrade their competencies. However, the implementation invites several limitations linked to financial, technical, geographical, and personnel-related issues. Also, the study points out several implications regarding policy and research areas. Then, some recommendations are offered to tackle the possible challenges that may occur. Abstrak Penelitian ini bertujuan untuk menggali dampak konvergensi TIK (teknologi informasi dan komunikasi) untuk pelatihan calon guru sekolah dasar di Indonesia. Sebagai negara di mana hampir separuh penduduknya tinggal di daerah pedesaan, Indonesia memiliki masalah yang sangat serius dengan perbedaan kualitas yang cukup luas antara guru perkotaan dan pedesaan. Dengan demikian, penggunaan TIK dapat menjadi alternatif untuk mengurangi kesenjangan, memfasilitasi keadilan sosial dan, oleh karena itu, menghubungkan para guru pedesaan ke seluruh dunia. Secara khusus, penelitian ini difokuskan pada manfaat dan kendala masalah saat diterapkan di lingkungan pedesaan tersebut. Penyelidikan didasarkan pada tinjauan literatur di mana beberapa artikel jurnal akademik dianalisis. Kemudian, analisis menunjukkan bahwa menanamkan TIK dapat berdampak positif dengan cara bahwa kelebihannya melibatkan perluasan kesempatan bagi guru pedesaan untuk menerima pelatihan berkelanjutan, tindakan kolaboratif di antara guru dari berbagai sekolah, keterampilan dan pengembangan sumber daya untuk meningkatkan kompetensi mereka. Namun, implementasinya mengundang beberapa keterbatasan terkait masalah keuangan, teknis, geografis, dan personil. Selain itu, penelitian tersebut menunjukkan beberapa implikasi mengenai area kebijakan dan penelitian. Kemudian, beberapa rekomendasi ditawarkan untuk mengatasi kemungkinan tantangan yang mungkin terjadi. How to Cite : Awaludin, A. (2016). Connecting the World: The Utilization of ICT for Rural Teacher Education in Indonesia. TARBIYA: Journal of Education in Muslim Society, 3(2), 218-226. doi:10.15408/tjems.v3i2.4984. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v3i2.498
Pesantren and Re-creation of Islamic Knowledge through Qur’anic School System Focusing on Teacher Training Education
No full textAbstract Pesantren and Qur’anic school are prominent educational pioneers in the largest Muslim populated country, Indonesia. Qur’anic school is the oldest education system, which later inspired the birth of traditional Islamic boarding schools or pesantren that have been growing so rapidly and giving unique characteristics of Islamic education practice throughout of the country. Nowadays Qur’anic schools are almost everywhere in cities and villages, providing Qur’anic reading lesson for Muslim children and educating them to be pious generation based on Qur’an and Hadist. At present, Pesantren has reformed its roles not only serving Islamic education for ordinary villagers, the sons of the middle-class Muslims, and aspiring religious scholars, but also functioning as center of trainings for Qur’anic schools teachers. Although Qur’anic schools and Pesantren are always popular, researches about them remain few. This study uncovered the role of Pesantren at semi-urban rural area of Banjarnegara Regency in Central Java in Qiro’ati and Iqro Qur’anic teacher training education as well as described the process of reconstruction of Islamic knowledge by Qur’anic school teachers. It was found out that there were three steps of reconstruction of knowledge, namely filtering, adaptation, and implementation. Abstrak Pesantren dan sekolah berlandaskan Al-Qur’an adalah pionir utama dalam dunia pendidikan di negara dengan populasi muslim terbesar, Indonesia. Sekolah berlandaskan Al-Qur’an adalah sistem pendidikan tertua, dikemudian hari menginspirasi lahirnya Pesantren tradisional yang kemudian tumbuh pesat dan memberikan warna yang khas dalam pendidikan Islam di seluruh negeri. Saat ini sekolah berbasi Al-Qur’an dapat ditemukan di hampir seluruh kota dan desa, memberikan pembelajaran Al-Qur’an bagi anak-anak muslim dan mendidik mereka untuk menjadi generasi yang taat berlandaskan Al-Qur’an dan Hadits. Saat ini, Pesantren telah mereformasi peran mereka tidak hanya melayani pendidikan Islam bagi masyarakat awam di pedesaan, kaum muslim kelas menengah, dan menghasilkan cendekiawan muslim, tapi juga berfungsi sebagai pusat pelatihan guru-guru Al-Qur’an di sekolah. Walauapun sekolah berbasis Al-Qur’an dan pesantren selalu popular, penelitian mengenai hal tersebut masih tergolong sedikit. Penelitian ini memaparkan peran pesantren di daerah semi-urban di daerah Banjarnegara Jawa tengah di dalam pelatihan guru di Qiro’ati dan Iqro Quranic dan juga menjelaskan proses rekonstruksi keilmuan Islam oleh para pengajar di sekolah berlandaskan Al-Qur’an. Diketahui bahwa ada tiga tahapan rekonstruksi keilmuan Islam, antara lain penyaringan, adaptasi dan implementasi. How to Cite : Astuti, W. Kusakabe, T. (2016). Pesantren and Re-Creation of Islamic Knowledge Through Qur’anic School System Focusing on Teacher Training Education. TARBIYA: Journal Of Education In Muslim Society, 3(2), 1-9. doi:10.15408/tjems.v3i2.3223. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v3i2.322
Education Nonviolence Through Child Friendly School
No full textAbstract This research described the education nonviolence through implementation of child friendly school in Junior High School 3 Majalengka, West Java Province. The research was qualitative. The data were collected through observation, interviews, and documentation. The subjects of the research were the principal, teachers, and students. Analysis of the data were through the three stages: data reduction, data presentation, and conclusion. Validity test of the data used triangulation sources. The results show that education nonviolence had established the education to a peace culture, to create and encourage the peace in the minds of the students based on the universal values of respect for life, liberty, justice, solidarity, tolerance, human rights and equality between them. Education nonviolence through implementation of child friendly school in Junior High School 3 Majalengka was seen from the success of school management. Abstrak Penelitian ini memeberikan gambaran tentang pendidikan tanpa kekerasan melalui penerapan sekolah ramah anak di Sekolah Menengah Pertama (SMP) 3 Majalengka, Provinsi Jawa Barat. Penelitian ini adalah kualitatif. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi. Subjek penelitian ini adalah kepala sekolah, guru, dan siswa. Analisis data dilakukan melalui tiga tahapan: reduksi data, penyajian data, dan kesimpulan. Uji validitas data menggunakan sumber triangulasi. Hasil menunjukkan bahwa pendidikan tanpa kekerasan telah membentuk pendidikan ke budaya perdamaian, untuk menciptakan dan mendorong kedamaian di dalam pikiran siswa berdasarkan nilai-nilai universal penghormatan terhadap kehidupan, kemerdekaan, keadilan, keakraban, toleransi, hak asasi manusia dan kesetaraan di antara mereka. Pendidikan tanpa kekerasan melalui penerapan sekolah ramah anak di SMP 3 Majalengka dilihat dari kesuksesan manajemen sekolah. How to Cite : Slam, Z. (2016). Education Nonviolence Through Child Friendly School. TARBIYA: Journal of Education in Muslim Society, 3(2), 186-204. doi:10.15408/tjems.v3i2.4983. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v3i2.498
Islamic Education: Its Concepts and Their Implementation in the Current Context
No full textAbstract The research discusses the concept and strategies of Islamic Education and their implementations in a global context. It aims to formulate concepts of contextual Islamic education implemented in higher education institutions in Indonesia, with the expectation that it will contribute to the solving of moral crisis currently experienced by Indonesia. In order to meet the aim, a mixed of quantitative and qualitative approaches was employed, with explanatory design. Data were collected from 54 lecturers and experts of Islamic education. The research has successfully formulated that a Muslim has to be educated by ethical teachers with exemplary method, scientific method, and ijtihâd method through the development of al-akhlâq al-karîmah course content, critical thinking skills, and development of democratic and universal values, supported by information and communication technology and evaluated with an authentic approach. These findings ascertain educators on the importance of al-akhlâq al-karîmah content, the teachers as role models, and the revitalization of ijtihâd tradition in the classroom. Abstrak Penelitian ini membahas konsep dan strategi Pendidikan Islam dan implementasinya dalam konteks global. Hal ini bertujuan untuk merumuskan konsep pendidikan Islam kontekstual untuk diterapkan di lembaga pendidikan tinggi di Indonesia, harapannya penelitian ini akan memberikan kontribusi pada penyelesaian krisis moral saat ini dialami Indonesia. Dalam rangka memenuhi tujuan penelitian, pendekatan campuran dari kuantitatif dan kualitatif diterapkan, dengan desain explanatory. Data dikumpulkan dari 54 dosen dan ahli pendidikan Islam. Penelitian ini telah berhasil merumuskan bahwa seorang Muslim harus dididik oleh guru yang berakhlak dengan metode teladan, metode ilmiah, dan metode ijtihad. Metode tersebut dirumuskan melalui pengembangan al-akhlaq al-karimah tertentu, keterampilan berpikir kritis, dan pengembangan nilai-nilai demokrasi dan nilai-nilai universal. Selain itu, metodenya didukung oleh teknologi informasi dan komunikasi. Selanjutnya, metode ini dievaluasi dengan pendekatan otentik. Temuan ini mengarahkan dengan pasti kepada pendidik tentang pentingnya konten al-akhlaq al-karimah, guru sebagai model peran, dan revitalisasi tradisi ijtihad di kelas. How to Cite: Syihabuddin., Abdussalam, A,. (2015). Islamic Education: Its Concepts and Their Implementation in the Current Context. TARBIYA: Journal Of Education In Muslim Society, 2(1), 23-34. doi:10.15408/tjems.v2i1.1436. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i1.143
Debate as A Learning-Teaching Method: A Survey of Literature
No full textAbstract This present paper explored historical references of debate trend to be proposed as one of learning-teaching method. By analyzing the strengths and limitations of debate, the author found that any existing debate format is imperfect and it is educators’ task to seek out how in utilizing debate as a learning teaching method. Some works on debate assessment method were described. In real implementation, on author\u27s experience to use debate as learning-teaching method, showed that it was difficult to mark students either as individual or team. Therefore, their preparation and the performance in-class debate should be considered. Abstrak Artikel ini mengeksplorasi referensi sejarah dari tren debat yang akan diusulkan sebagai salah satu metode belajar mengajar. Dengan menganalisis kekuatan dan keterbatasan perdebatan, penulis menemukan bahwa format debat yang ada tidak sempurna dan itu adalah tugas pendidik untuk mencari tahu bagaimana memanfaatkan debat sebagai metode pengajaran pembelajaran. Beberapa karya pada metode penilaian debat dijelaskan. Dalam implementasi nyata, pengalaman penulis menggunakan debat sebagai metode belajar-mengajar, menunjukkan bahwa hal itu sulit untuk menandai siswa baik sebagai individu atau tim. Oleh karena itu, persiapan mereka dan perdebatan kinerja dalam kelas harus dipertimbangkan. How to Cite: Salim, A. (2015). Debate as A Learning-Teaching Method: A Survey of Literature. TARBIYA: Journal of Education In Muslim Society, 2(1), 97-104. doi:10.15408/tjems.v2i1.1665. Permalink/DOI:http://dx.doi.org/10.15408/tjems.v2i1.166
English Teachers’ Teaching Quality in Madrasah in Jakarta and Banten based on the Dynamic Model of Educational Effectiveness
No full textAbstract This paper was intended to describe English teachers’ teaching quality in teaching reading comprehension and provide some reflection and suggestion on how teaching quality could be improved. The classroom factors of the dynamic model (orientation, structuring, questioning, modeling, application, assessment, time management, and making classroom as a learning environment [CLE]) were used as a reference to conceptualize teaching quality. Classroom observation instrument was used to measure teaching quality of 59 English teachers in Madrasah Tsanawiyah in the provinces of Jakarta and Banten with a focus on reading comprehension. The findings showed that among the above eight factors, teachers rarely practiced orientation, structuring, modeling, and CLE. In addition, they did not provide enough application whereas a lot of time was spent for reading aloud and translating the text. Nevertheless, they started to raise questions and conduct assessment. With respect to questioning, however, the questions were limited to product questions, which did not promote critical thinking. Finally, the assessment method used was limited to questioning. Abstrak Tulisan ini bertujuan untuk menjelaskan kualitas guru Bahasa Inggris dalam mengajar reading comprehension dan memberikan rekomendasi strategi meningkatkan kualitas mengajar. Delapan aspek yang ada dalam the Ddynamic Model (orientation, structuring, questioning, modeling, application, assessment, time management, and making classroom as a learning environment [CLE]) dijadikan sebagai pijakan untuk mendefinisikan konsep kualitas mengajar. Penelitian ini menggunakan instrumen observasi kelas untuk melihat bagaimana guru mengajar reading comprehension. Partisipan penelitian ini adalah 59 guru Bahasa Inggris di Madrasah Tsanawiyah di propinsi DKI Jakarta dan Banten. Temuan penelitian ini menunjukkan bahwa di antara delapan aspek kualitas mengajar yang dalam the Dynamic Model, kebanyakan guru jarang sekali mempraktikkan orientation, structuring, modeling, dan CLE. Selain itu, mereka tidak banyak memberikan application dan waktu yang ada banyak terpakai untuk membaca teks dan menerjemahkannya. Meski demikian, guru-guru tersebut mulai menggunakan berbagai pertanyaan untuk memandu proses pembelajaran dan melakukan asesmen. Hanya saja, pertanyaan yang diajukan masih terbatas pada pertanyaan product yang tidak menumbuhkan daya kritis, dan metode assessmen yang dilakukan terbatas pada memberikan pertanyaan kepada siswa. How to Cite: Azkiyah, S., N. (2015). English Teachers’ Teaching Quality in Madrasah in Jakarta and Banten Based on the Dynamic Model of Educational Effectiveness. TARBIYA: Journal Of Education In Muslim Society, 2(1), 35-46. doi:10.15408/tjems.v2i.1668. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i1.166
The Influence of Religious Motivation and Students Learning Outcomes in Islamic Religious Education Towards Students Tolerance Attitude
No full textAbstract The objective of this research is to find out the direct-indirect effects of religious motivation and PAI (Aqidah-Ibadah) learning outcomes on the attitude of tolerance. The method used in this research is path analysis. Subject of this research is selected randomly of 60 students from Muhammadiyah Senior High School Ciputat South Tangerang. The research findings are: (1) there are direct effects of religious motivation to Aqidah-Ibadah learning achievement; (2) there are direct effects of Aqidah-Ibadah learning achievement to the attitude of tolerance; (3) there are no direct effects of religious motivation to the attitude of tolerance; and (4) there are indirect effects of religious motivation to the attitude of tolerance through Aqidah-Ibadah learning achievement. These findings come up with a conclusion that students’ religious motivation affect the attitude of tolerance if they go through religious learning, It is because both the direct effects of religious motivation on religious learning achievement and the direct effects of religious learning on the attitude of retolerance are high. Therefore, all of students’ religious practices will be better if they go through religious learning and students’ religious learning will be better if they have high religious motivation. Abstrak Penelitian ini bertujuan untuk mencari pengaruh langsung dan tidak langsung motivasi beragama dan hasil belajar PAI terhadap sikap toleransi siswa. Metode yang digunakan dalam penelitian ini adalah path analisis. Sampel dalam penelitian ini dipilih secara acak yaitu 60 siswa SMA Muhammadiyah Ciputat Tangerang Selatan. Penelitian ini menemukan: (1) ada pengaruh langsung motivasi beragama terhadap hasil belajar PAI; (2) ada pengaruh langsung hasil belajar PAI terhadap sikap toleransi siswa; (3) ada pengaruh langsung motivasi beragama terhadap sikap toleransi siswa; (4) ada pengaruh tidak langsung motivasi beragama terhadap sikap toleransi siswa melalui hasil belajar PAI. Penemuan ini menyimpulkan motivasi beragama siswa berpengaruh pada sikap toleransi jika mereka belajar agama. How to Cite: Sa’adiyah, R. (2015). The Influence of Religious Motivation and Students Learning Outcomes in Islamic Religious Education Towards Students Tolerance Attitude. TARBIYA: Journal Of Education In Muslim Society, 2(1), 70-82. doi:10.15408/tjems.v2i1.1672. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i1.167