144 research outputs found
Arte Rupestre nelle Montagne dell’Al-Hajar | Rock Art in the Al-Hajar Mountains
No full textThe paper in this volume summarizes the researches of the author in Oman, with particular reference with the rock art in Northern Oman into the wadis of the Al-Hajar mountain
Pemikiran Ibnu Hajar Al-Asqalani dalam Ilmu Administrasi Negara
No full textIbn Hajar Al-Asqalani (773-852 H) was a classical Islamic scholar and an author of the Fathul Baari book which explains the Sahih Bukhari book. His book contains themes that discuss among others law in the maintenance of power and government in the State which is thought to have a connection with public administration sciences. Therefore, research about Ibn Hajar Al-Asqalani\u27s thoughts in the public administration sciences was conducted, with a problem formulation, how the concept of Ibn Hajar al-Asqalani\u27s thoughts in public administration sciences? The purpose of this study is to analyze Ibn Hajar Al-Asqalani\u27s thoughts in public administration sciences from Fathul Baari\u27s books. Library research methods are used to study the Fathul Baari books as a source of data/subject of research; then as the focus/object of research is public administration sciences. The data collected were processed and analyzed using induction and deduction techniques. The research was conducted in the first semester of 2020. The results of the study found a concept from Ibn Hajar Al-Asqalani’s thoughts in public administration sciences, which includes categories: leadership; government officials; personnel in the organization; governance; administrative principles; salary, and reward & punishment which is relevant to public administration sciences which are sourced from the Qur’an, hadith, and Islamic legacy. Next, stakeholders and related academics need to use these findings for educational, research, and development purposes public administration sciences using non-Western perspectives
Memanusiakan Manusia Melalui Pendidikan di Dalam Keluarga Menurut Pemikiran Driyarkara dan Ki Hajar Dewantara
No full textArticle written by the author focuses on explaining about Driyarka and Ki Hajar Dewantara’s ideas and taught about education in the family. Ki Hajar Dewantara, put forward the concept of the Three Centers of Education, which states that education occurs in the family, school and social community, with the family as the first and main educational environment. His famous principle, "Ing Ngarso Sung Tulodo, Ing Madyo Mangun Karso, Tut Wuri Handayani," describes the role of parents in various positions to educate children: providing example, and encouragement. According to Ki Hajar Dewantara, education in the family must also foster children's independence and responsibility, as well as giving them the freedom to explore their interests and talents. Meanwhile, Driyarkara emphasized that the family is the first place of a persons's presence as a human being, and the family is the first step in the process of his journey towards becoming a full human being. Overall, Driyarkara and Ki Hajar Dewantara's ideas about education in the family are related each other. Both agree that effective education starts from the family with an active and loving role of parents. While Driyarkara places more emphasis on holistic education and love, Ki Hajar Dewantara focuses on independence, freedom and the role of parents in supporting children from various educational positions. This writing uses a library research method sourced from both books and journals regarding the concept of family education according to Driyarkara and Ki Hadjar Dewantara. Through library sources, the author reads, adapts, summarizes and reports back ideas related to this article. Library study is also called text study. Using this method is very important because it is able to understand deeply and comprehensively the concept of family education according to Driyarkara and Ki Hajar Dewantara.AbstrakArtikel ini menampilkan pemikiran serta gagasan Driyarkara dan Ki Hajar Dewantara tentang pendidikan di dalam keluarga. Ki Hajar Dewantara, mengemukakan konsep Tri Pusat Pendidikan, yang menyatakan bahwa pendidikan terjadi di keluarga, sekolah, dan masyarakat, dengan keluarga sebagai lingkungan pendidikan pertama dan utama. Prinsipnya yang terkenal, "Ing Ngarso Sung Tulodo, Ing Madyo Mangun Karso, Tut Wuri Handayani," menggambarkan peran orang tua dalam berbagai posisi untuk mendidik anak: memberi teladan, semangat, dan dorongan. Pendidikan dalam keluarga menurut Ki Hajar Dewantara juga harus menumbuhkan kemandirian dan tanggung jawab anak, serta memberikan kebebasan untuk mengeksplorasi minat dan bakat mereka. Secara keseluruhan, pandangan Driyarkara dan Ki Hajar Dewantara mengenai pendidikan dalam keluarga saling melengkapi. Keduanya sepakat bahwa pendidikan yang efektif dimulai dari keluarga dengan peran orang tua yang aktif dan penuh kasih sayang. Sementara Driyarkara lebih menekankan pada pendidikan holistik dan cinta kasih, Ki Hajar Dewantara fokus pada kemandirian, kebebasan, dan peran orang tua dalam mendukung anak dari berbagai posisi pendidikan
Sufisme Ki Hajar Dewantara
No full textThis article explores how Ki Hajar Dewantara has built his world of reality formulation. He has a sufism epistemology in establishing of his thinking. His sufism epistemology built evidently buried by well-established theories stating that Islam in Indonesia is a syncretic Islam, then labeled as religion Kejawen initiated as a religion abangan. But others say that the history of Islam in Java is not Islam Kejawen. On the contrary, it is Islam that affiliated with Sufism. This fact becomes important when the author had to review epistemology of Ki Hajar Dewantara. Because the reality is open to the fact that his epistemology is Sufism epistemology that puts knowledge about the duality of unity. Based on the epistemology, he give a clear interpretation of the relationship between man and nature that leads to the divine reality. Theoretically God created the universe as evidence or sign of existence and people should know about it. Armed with the epistemology, Manunggaling Kawula Gusti term can be interpreted in two ways, first it means that humans have the values of divinity, second, it means united with nature
Konsep pendidikan dalam perspektif Ki Hajar Dewantara dan Paulo Freire
No full textABSTRAK
Pendidikan adalah suatu proses pengubahan sikap dan tata perilaku seseorang atau kelompok dalam upaya mendewasakan manusia melalui upaya pengajaran dan pelatihan. Pendidikan penting bagi upaya membangun manusia yang berkualitas, yang ditandai dengan peningkatan kecerdasan, pengetahuan, dan keterampilan. Pendidikan juga mempunyai peranan penting utama dalam mendorong individu dan masyarakat guna mencapai kemajuan pada semua aspek kehidupan dan akhirnya akan dapat memberi kontribusi terhadap kemajuan bangsa. Pendidikan yang baik adalah pendidikan yang membebaskan peserta didik dari segala macam tekanan baik dari sistem maupun dari guru. Peserta didik bebas menentukan kegiatan pedidikan apa yang dapat mengembangkan kemampuan mereka. Seperti yang dikemukakan Ki Hajar Dewantara dan Paulo Freire bahwa pendidikan mengembalikan jati diri manusia yang sesungguhnnya sebagai manusia/siswa yang bebas, berhak untuk hidup, tidak di tindas, dan tidak di perlakukan semena-mena. Oleh karena itu pendidikan harus dapat membentuk jiwa-jiwa dan pengetahuan siswa yang bebas, dengan tujuan membebaskan siswa dari tekanan dengan kadar yang sesuai dan tidak memaksa dalam kegiatan pembelajaran.
Berangkat dari fenomena dan latar belakang di atas, maka penulis mengangkat dua rumusan masalah sebagai berikut, 1) konsep pendidikan Ki Hajar Dewantara, 2) konsep pendidikan Paulo Freire.
Penelitian yang penulis lakukan ini adalah penelitian kepustakaan, karena data yang di teliti berupa buku-buku dan jurnal, adapun pendekatan yang dipakai dalam penelitian ini adalah pendekatan historis filosofis yaitu peneliti menyelami keseluruhan pemikiran dari Ki Hajar Dewantara dan Paulo Freire, metode pengumpulan data yang di gunakan adalah metode dokumentasi yaitu mencari data tentang pandangan Ki Hajar dewantara dan Paulo Freire dalam pendidikan, sedangkan untuk analisisnya penulis menggunakan metode analisis komparatif yaitu mengkomparasi dari pandangan mereka berdua tentang konsep pendidikan.
Hasil penelitian dapat di jelaskan sebagai berikut: Ki Hajar Dewantara dan Paulo Freire sama-sama mengusung konsep pendidikan yang membebaskan siswa/memerdekakan siswa.Tapi ada perbedaan diantara Ki Hajar Dewantara dan Paulo Freire dalam mengemukakan konsep pemikiran mereka. Menurut Ki Hajar: Pendidikan merupakan tuntunan di dalam hidup tumbuhnya anak-anak. Pendidikan yang baik adalah dengan sistem kebudayaan bangsa itu sendiri. Sehingga, pendidikan akan menuntun segala kekuatan kodrat yang pada anak- anak itu agar mereka sebagai mausia dan sebagai anggota masyarakat bernegara dapat mencapai keselamatan dan kebahagiaan yang setinggi-tingginya dan menjadi manusia yang memiiki budi pekerti yang baik.Yang paling terkenal dari konsep beliau adalah sistem among dan taman siswa. Dan bagi Freire Pendidikan yang membebaskan adalah pendidikan yang diberikan kepada anak didik sesuai dengan perkembangan dan potensi yang dimiliki oleh anak didik agar tumbuh dan berkembang menjadi manusia yang merdeka. Adapun konsep yang dikemukakan Freire seperti problem-posing education sebagai kritik dan tandingan dari banking education, dan Freire menekankan adanya dialog/komunikasi sebagai wujud kegiatan dari pendidikan yang membebaskan agar siswa dapat mengutarakan ide-ide mereka kepada gurunya.
ABSTRACT
Education is a process of changing attitudes and code of conduct a person or group of people in an effort to mature through the efforts of teaching and training. Education most vital for building quality human, characterized by increased intelligence, knowledge, and skill. Education also has major role in encouraging individuals and communities in order to achieve progress in all aspects of life and will eventually be able to contribute to the Nation progress. A good education is education that frees students from all kinds of pressure either from the system or from teacher. Students are free to choose what activities to develop their ability. Like expressed Ki Hajar Dewantara and Paulo Freire that education returns the real human identity as people / students who are free, the right to life, not oppressed, and not ill-treated. Therefore, education should be souls and knowledges students are free, with the aim of freeing students from the corresponding pressure levels and no force in the learning activities.
Based on the phenomena and the background above, the writer raised two formulations of problem as follow: 1) The concept education of Ki Hajar Dewantara, 2) the concept education of Paulo Freire.
The study conducted by the author is a library research, because the data examined are in the form of books and journals. The approach used in this study is a historical approach that the researcher explores the whole philosophical thought of Ki Hajar Dewantara and Paulo Freire. The data collection method used is documentation method by seeking the data on the Ki Hajar Dewantara’s and Paulo Freire’s concept of education. While for the analysis the researcher uses of comparative analysis that compared the views of the two educational concepts.
The results can be explained as follows: Ki Hajar Dewantara and Paulo Freire brought together a concept of education that frees / liberate the student. But, the difference between Ki Hajar Dewantara and Paulo Freire in expressing their concept. Ki Hajar followed: Education is the guidance in growth of children living. A good education is by the nation's cultural system self. Therefore, education will lead all the forces of nature that the children so that they are as human and as a member of the public safety and the state can achieve the highest happiness and a man who coined the manners of good base. Its His most famous concept is among systems and tamansiswa. For Freire, liberating education is the education given to the students in accordance with the development and potential of the students to grow and develop into independent. And the concept presented by Freire as problem-posing education as a critic and rival of banking education, and Freire emphasizes dialogue / communication as a form of education that frees activities for students to express their ideas to the teacher
Rehabilitasi Pendidikan Indonesia Melalui Konsep Pendidikan Humanisme Ki Hajar Dewantara [Rehabilitation of Indonesian Education Through Ki Hajar Dewantara's Concept of Humanist Education]
No full textEducation stands as the foundation for nurturing and touching each soul then turns it into a compassionate one. Through learning, students are guided to uncover and fulfill their unique identities and potential optimally. When education focuses only on intellectual achievement, it risks detaching learners from their communities. In Indonesia, this imbalance has been stark, while cognitive development is prioritized, emotional and creative, and character-building dimensions often receive little attention. The high incidence of student violence that continues reflects a deeper crisis that one rooted not in academic shortcomings alone, but in the absence of holistic character education. Therefore, this study aims to examine how Ki Hajar Dewantara’s principles offer meaningful responses to today’s challenges and how it can be integrated with the existing and modern educational frameworks. Through this paper, the author conducts research based on literature review using a three-step method (theoretical, reflective, and applicative) to delve into the humanistic philosophy of education by Ki Hajar Dewantara. By anchoring the research in Ki Hajar Dewantara’s holistic approach, this study hopes to contribute toward reviving our national education identity, where academic excellence intersects with emotional intelligence, cultural rootedness and moral integrity
VERBA TRANSITIF PADA TEKS BIOGRAFI KI HAJAR DEWANTARA DAN IMPLIKASINYA TERHADAP PEMBELAJARAN MENGANALISIS TEKS BIOGRAFI
No full textPenelitian ini bertujuan untuk mengetahui penggunaan verba transitif dalam teks
biografi Ki Hajar Dewantara ditinjau berdasarkan bentuk verba transitif yang
muncul dalam teks biografi Ki Hajar Dewantara. Verba transitif adalah verba
yang memerlukan nomina sebagai objek dalam kalimat aktif. Verba transitif
dalam teks biografi Ki Hajar Dewantara yang diteliti dibagi berdasarkan ketiga
jenisnya yaitu, verba ekatransitif, verba dwitransitif, dan verba semitransitif.
Fokus penelitian adalah verba transitif pada teks biografi Ki Hajar Dewantara
ditinjau berdasarkan bentuk kebahasaannya yaitu kalimat dan berdasarkan
jenisnya yaitu verba ekatransitif, verba dwitransitif, dan verba semitransitif yang
termasuk ke dalam verba transitif. Metode yang digunakan dalam penelitian ini
adalah metode deskriptif kualitatif dengan teknik analisis isi, maka penelitian ini
tidak dibatasi tempat. Penelitian ini dilakukan pada bulan Januari 2017 sampai
dengan selesai. Berdasarkan hasil analisis yang dilakukan, ditemukan 19 kalimat
verba ekatransitif, 35 kalimat verba dwitransitif, dan 6 kalimat verba semitransitif.
Disimpulkan bahwa dari ketiga jenis verba transitif, teks biografi Ki Hajar
Dewantara didominasi oleh verba dwitransitif yang selalu digunakan oleh penulis.
Jenis verba ekatransitif juga mendominasi verba transitif yang ada di dalam teks
biografi Ki Hajar Dewantara, namun jenis verba semitransitif sangat sedikit
ditemukan. Penelitian ini dapat diimplikasikan kepada guru dan siswa di dalam
pembelajaran kurikulum 2013 pada KD 3.15 yang berbunyi menganalisis aspek
makna dan kebahasaan dalam teks biografi. Terkait dengan pembelajaran bahasa
Indonesia di sekolah, guru diharapkan mampu menyajikan materi teks biografi
dengan menarik, sehingga dapat mengarahkan siswa kepada kemampuannya
menuangkan ide, gagasan, dan pemikiran dengan cara menulis dan melisankan,
dengan demikian pembelajaran tersebut dapat meningkatkan keterampilan
menulis dan berbicara siswa.
This research aims to know the use of transitive verbs in the text of the biography
of Ki Hajar Dewantara reviewed based on the form of the transitive verbs appear
in the text of the biography of Ki Hajar Dewantara. Transitive verbs are verbs that
require a noun in a sentence as an object is active. Transitive verbs in the text of
the biography of Ki Hajar Dewantara studied is divided based on the third kind�that is, the verb ekatransitif, dwitransitif, verbs and verb semitransitif. The focus of
the research is the transitive verbs in the text of the biography of Ki Hajar
Dewantara reviewed based on form kebahasaannya i.e. sentences and based on its
kind i.e. verbs ekatransitif, dwitransitif, verbs and verb semitransitif which belong
to the verb transitive. The methods used in this research is qualitative, descriptive
methods with content analysis techniques, so this research is not restricted to the
place. This research was conducted in January 2017 until finished. Based on the
results of the analysis conducted, found 19 sentence verbs ekatransitif, 35
dwitransitif, verbs and sentences 6 sentence the verb semitransitif. It was concluded
that of the three types of transitive verbs, the text of the biography of Ki Hajar
Dewantara dominated by dwitransitif verbs are always used by the author. Types
of ekatransitif verbs transitive verbs also dominates in the text of the biography of
Ki Hajar Dewantara, however these types of verbs semitransitif very little is found.
This research can be implied to teachers and students in learning the curriculum
2013 on KD 3.15 that read analyze aspects of linguistic meaning and in the text of
the biography. Related to language learning in school, teacher Indonesia expected
to present text with biographical material of interest, so that it can direct students
to the idea of pouring his abilities, ideas, and thoughts by way of writing and
melisankan, Thus the learning can improve writing skills and talk to students
EFEKTIVITAS METODE PEMBELAJARAN KI HAJAR DEWANTARA DALAM MENINGKATKAN KESADARAN TERHADAP IBADAH HARTA BAGI SISWA SMA PGII 2 BANDUNG
No full textPenelitian ini dilatarbelakangi oleh keinginan penulis untuk menerapkan metode pembelajaran Ki Hajar Dewantara pada tingkat Sekolah Menengah Atas (SMA) di dalam proses pembelajaran Pendidikan Agama Islam, dikarenakan ingin memunculkan kembali metode pembelajaran yang pernah digunakan Ki Hajar Dewantara dalam mendidik siswa/siswi pada Tamansiswa di Yogyakarta. Tujuan dari penelitian ini untuk mengetahui keefektivitasan metode pembelajaran Ki Hajar Dewantara dalam meningkatkan kesadaran tehadap ‘Ibādaħ harta yaitu zakat, wakaf dan sedekah dalam pembelajaran Pendidikan Agama Islam di SMA PGII 2 Bandung. Selain itu, peneliti juga mencoba untuk mengetahui respon siswa terhadap pembelajaran Pendidikan Agama Islam dengan menggunkan metode pembelajaran Ki Hajar Dewantara dengan aspek ngerti, memahami dan kesadaran. Dalam penelitian ini, yang menjadi subjek penelitian adalah kelas X yang terdiri kelas X1 eksperimen 27 siswa dan kelas X2 kontrol 24 siswa, jadi jumlah semua kelas X adalah 51 siswa. Adapun metode yang digunakan dalam penelitian ini adalah metode kuasi eksperimen (non-equivalent contol group design) yang dimana untuk pengambilan sampelnya untuk kelompok eksperimen dan kelompok kontrol tidak dipilih secara random, untuk teknik dan pengumpulan data dalam penelitian ini menggunakan dua instrumen yaitu instrumen sikap skala Likert (angket) dan skala semantic defferensial, sedangkan untuk analisis data yang digunakan adalah uji t. Hasil dari analisis dengan menggunakan uji t menghasil bahwa pembelajaran Pendidikan Agama Islam dengan menggunkan metode pembelajaran Ki Hajar Dewantara mampu meningkatkan kesadaran terhadap ‘Ibādaħ harta yaitu zakat, wakaf dan sedekah bagi siswa kelas X-1 SMA PGII 2 Bandung. Selain itu, hasil penelitian ini menunjukan bahwa sebagian besar siswa memberikan respon yang positif terhadap penggunaan metode pembelajaran Ki Hajar Dewantara dalam pembelajaran Pendidikan Agama Islam. Berdasarkan penjelasan di atas dapat disimpulkan bahwa dalam pembelajaran Pendidikan Agama Islam dengan menggunakan metode pembelajaran Ki Hajar Dewantara dapat menjadi salah satu alternatif metode pembelajaran yang digunakan dalam proses pembelajaran di sekolah karena dapat meningkatkan kesadaran siswa dalam materi ‘Ibādaħ harta zakat. wakaf dan sedekah.
This research is motivated by the author desire to apply the Ki Hajar Dewantara learning methods at the level of High School (SMA) in the Islamic education learning process, due to wish of arising back the learning method that has been used by Ki Hajar Dewantara to educate students on Tamansiswa Yogyakarta. The purpose of this study is to determine the effectiveness of Ki Hajar Dewantara learning methods in increasing the awareness of alms worship, which are zakat, waqaf and sadaqah in Islamic religious education lessons in school PGII 2 Bandung. In addition, researchers are also trying to discover students' response to Islamic religious education learning by using Ki Hajar Dewantara learning methods. The subject of this study is class X consisted of 27 students of experiment class X1 and of 24 students of control classes X2. the student of all X class in total are 51 students. The method used in this study is quasi-experiment method (non-equivalent control group design) in which to collect sample from both groups are not chosen randomly. Data collection technic of this study is using two instruments, namely Likert scale attitude instrument (questionnaire) and semantical differential scale. While the test used to analyze data is the T test. T test Results in this study found that Islamic religious education learning by using Ki Hajar Dewantara learning methods can increase understanding and awareness of alms worship, they are zakat, waqaf and sadaqah in Islamic religious education lessons in school PGII 2 Bandung. In addition, the results of this study indicate that the majority of students responded positively to the use of Ki Hajar Dewantara learning methods in Islamic religious education learning. Based on the explanation above it can be concluded that in Islamic religious education learning using Ki Hajar Dewantara learning methods can be an alternative learning methods that is used in the learning process because it can increase students' understanding and awareness of alms workship; zakat, waqaf and sodaqah
Social Values in the Novel Berlayar Ke Surga by Ramadha Tsulatsi Hajar: A Review of Literary Sociology
No full textThis research aims to describe Nilai-Nilai Sosial pada novel Berlayar ke Surga by Ramadha Tsulatsi Hajar. This research uses a literary sociology approach. The data used in this research are quotes containing Nilai-Nilai Sosial pada novel Berlayar ke Surga by Ramadha Tsulatsi Hajar. This research describes the intrinsic elements contained in the novel Berlayar ke Surga by Ramadha Tsulatsi Hajar, including: theme, characters and characterization, plot, setting (place, time, atmosphere and social), point of view, and language style Data analysis techniques used in this research is content analysis. The author concludes that there are six components of social values and five components of struggle values in the novel. Nilai-Nilai Sosial pada novel Berlayar ke Surga by Ramadha Tsulatsi Hajar have 3 aspects, namely (1) affection (loves) which are divided into: love, devotion, long-help, kinship and caring, (2) responsibility (responsibility) which is divided into: a sense of belonging, discipline and empathy, (3) harmony of life (lifeharmony) which is divided into: democracy, justice, tolerance and cooperation.62 PagesSkripsi Sarjan
Industrial training report: National Archives of Malaysia, Melaka / Siti Hajar Ismail
No full textIn this report it has describe about the introduction of an organization, organizational information, training activities and special project, and conclusion. Furthermore, for the conclusion it will more explain about knowledge that has been gained, lesson learn from industrial training, content of training activities, and limitations and recommendations. Furthermore, in this report also will be discus about training activities that has been done during industrial training for five month which are in administrative activities and record management activities. For the training activities the author have included with workflow of process and steps this is to ensure easy to understand that activities. Besides, for the special project the author have choose classification of coding system in federal and state department in Melaka. As well known, classification of coding system is an important element in record management and filling in order to have a correct standard classification and for a fast and accurate retrieval of file. So, from the observation the author have proposed some of simple system in order to store and review the information about federal and state department in Melaka and their coding that has been used. So, this proposed system will give many benefits for the organizations and their staff.
Keyword: industrial training, classification of coding, federal and state department in Melaka, National Archive of Malaysia Melaka Branc
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