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Manajemen lingkungan sekolah untuk mewujudkan karakter peduli lingkungan peserta didik di MTs Muhammadiyah 1 Malang
Full text linkINDONESIA:
Permasalahan lingkungan hidup yang semakin kompleks akibat ulah manusia seperti pencemaran air, polusi udara, deforestasi, dan perubahan iklim, menuntut adanya peran pendidikan dalam menumbuhkan kesadaran ekologis sejak dini. Sekolah sebagai lembaga pendidikan formal memiliki tanggung jawab strategis dalam menanamkan nilai-nilai kepedulian terhadap lingkungan melalui pengelolaan lingkungan sekolah yang baik. MTs Muhammadiyah 1 Malang menjadi salah satu lembaga yang berupaya mewujudkan hal tersebut melalui program pendidikan ekologi, yaitu kegiatan pembinaan peserta didik berbasis lingkungan yang bertujuan membentuk karakter peduli lingkungan melalui pembiasaan dan praktik langsung.
Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis manajemen lingkungan sekolah untuk mewujudkan karakter peduli lingkungan peserta didik di MTs Muhammadiyah 1 Malang, yang meliputi aspek: 1) perencanaan; 2) pelaksanaan; dan 3) evaluasi lingkungan sekolah. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian studi kasus. Subjek penelitian terdiri atas kepala madrasah, waka kesiswaan, waka sarpras, guru/penanggung jawab program, dan peserta didik. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi, sedangkan analisis data menggunakan model Miles dan Huberman yang mencakup kondensasi data, penyajian data, dan penarikan kesimpulan.
Hasil penelitian menunjukkan bahwa: 1) Perencanaan lingkungan sekolah dilakukan melalui: (a) landasan filosofis dan institusional; (b) identifikasi lingkungan; (c) integrasi budaya pesantren; (d) perumusan tujuan, serta (e) keterlibatan awal stakeholder. 2) Pelaksanaan lingkungan sekolah mencakup: (a) pembiasaan harian (eco habituation); (b) kegiatan kontekstual dan life skill; (c) integrasi kurikulum dan pembelajaran berbasis lingkungan; (d) partisipasi warga sekolah; serta (e) penyediaan sarana prasarana. 3) Evaluasi lingkungan sekolah dilakukan melalui: (a) sistem evaluasi harian; (b) pendekatan edukatif; (c) kontrol kolektif; (d) instrumen evaluasi; serta (e) dampak nyata pada perubahan perilaku peserta didik menuju karakter peduli lingkungan yang tercermin melalui meningkatnya kedisiplinan, kesadaran, dan tanggung jawab peserta didik dalam menjaga kebersihan serta kelestarian lingkungan sekolah.
ENGLISH:
The increasingly complex environmental problems caused by human activities such as water pollution, air pollution, deforestation, and climate change demand the active role of education in fostering ecological awareness from an early age. Schools, as formal educational institutions, hold a strategic responsibility to instill environmental care values through effective environmental management. MTs Muhammadiyah 1 Malang is one of the educational institutions striving to realize this goal through the ecological education program, a student development initiative based on environmental awareness aimed at cultivating environmentally responsible character through daily habits and hands-on activities.
This study aims to describe and analyze the management of the school environment in fostering students’ environmental awareness character at MTs Muhammadiyah 1 Malang, covering aspects of; 1) planning, 2) implementation, and 3) evaluation. This research employs a qualitative approach with a case study design. The research subjects include the principal, vice principal for student affairs, vice principal for facilities and infrastructure, teachers/program coordinators, and students. Data were collected through observation, interviews, and documentation, while data analysis utilized the Miles and Huberman model, which includes data condensation, data display, and conclusion drawing.
The results of the study show that: (1) Environmental planning at the school is carried out through: (a) philosophical and institutional foundations; (b) environmental identification; (c) integration of pesantren (Islamic boarding school) culture; (d) formulation of objectives; and (e) initial stakeholder involvement. (2) Implementation of environmental management includes: (a) daily environmental habituation; (b) contextual and life-skill-based activities; (c) curriculum and learning integration with environmental themes; (d) school community participation; and (e) provision of facilities and infrastructure. (3) Environmental evaluation is conducted through: (a) a daily evaluation system; (b) an educational approach; (c) collective control; (d) evaluation instruments; and (e) the tangible impact on changes in students’ behavior toward developing an environmentally caring character is reflected in the increased discipline, awareness, and responsibility of the students in maintaining the cleanliness and sustainability of the school environment.
ARABIC:
تواجه البيئة تحديات متزايدة بسبب أنشطة الإنسان مثل تلوث المياه والهواء وإزالة الغابات وتغير المناخ، مما يجعل التربية وسيلة أساسية لغرس الوعي البيئي منذ المراحل الأولى للتعلم. وتتحمل المدرسة دورًا مهمًا في تنمية القيم البيئية من خلال إدارة بيئية فعّالة. وتُعدّ مدرسة محمدية المتوسطة 1 مالانج نموذجًا في تطبيق برنامج التربية البيئية الذي يهدف إلى تنمية شخصية التلاميذ ليكونوا أكثر وعيًا ومسؤولية تجاه البيئة عبر التعود والممارسة اليومية.
يهدف هذا البحث لوصف وتحليل إدارة البيئة المدرسية لتحقيق شخصية العناية بالبيئة لدى التلاميذ في مدرسة محمدية المتوسطة 1 في مالانج، وذلك من خلال الجوانب الثلاثة: 1) التخطيط، 2) التنفيذ، 3) التقويم البيئي المدرسي. استخدم هذا البحث المدخل الكيفي بنوع دراسة الحالة. وشملت عينة البحث مدير المدرسة، ونائب المدير لشؤون الطلاب، ونائب المدير لشؤون المرافق، والمعلمين/المسؤولين عن البرنامج، والتلاميذ. وتم جمع البيانات عن طريق الملاحظة، والمقابلة، والوثائق، بينما استخدم في تحليل البيانات نموذج "مايلز وهوبرمان" الذي يتضمن تكثيف البيانات، وعرضها، واستخلاص النتائج.
وأظهرت نتائج البحث ما يلي: 1) التخطيط البيئي المدرسي تم من خلال: (أ) الأسس الفلسفية والمؤسسية، (ب) تحديد واقع البيئة، (ج) دمج ثقافة المدرسة ذات الطابع الرسالي، (د) صياغة الأهداف، و(هـ) إشراك أصحاب المصلحة منذ المراحل الأولى. 2) تنفيذ الإدارة البيئية المدرسية شمل: (أ) العادات اليومية البيئية، (ب) الأنشطة السياقية ومهارات الحياة، (ج) دمج المناهج والتعليم القائم على البيئة، (د) مشاركة جميع أفراد المدرسة، و(هـ) توفير المرافق والبنية التحتية الداعمة. 3) تقييم الإدارة البيئية المدرسية تم من خلال: (أ) نظام التقييم اليومي، (ب) المنهج التربوي في التقويم، (ج) الرقابة الجماعية، (د) أدوات التقييم، و(هـ) الأثرُ الواضحُ في تغيّرِ سلوكِ الطلّاب نحوَ تنميةِ شخصيةٍ مُهتمّةٍ بالبيئة، والذي يتجلّى في ازديادِ انضباطهم ووعيهم ومسؤوليتهم في الحفاظ على نظافةِ البيئة المدرسية واستدامتها
Implementation Of Strategic Management To Enhance Educational Quality: A Perspective Of Postgraduate Students At Malang State Islamic University
Full text linkThe purpose of this research is to find information about the implementation of strategic management to enhance the quality of education from the perspective of postgraduate students at Malang State Islamic University. The research method used is descriptive qualitative research with a case study design. Data collection techniques in the form of interviews with the form of unstructured interviews. The research subjects are postgraduate students in Islamic education management of Malang State Islamic University, selected based on criteria such as having work experience in the field of education, such as curriculum vice principals, student affairs vice principals, and educators. Subsequently, data analysis is conducted through a series of coding processes and categorization according to theories related to strategic management. The research findings indicate that in the implementation of strategic management to enhance the quality of education, there are several elements, including environmental observation, strategy formulation, strategy implementation, and evaluation. Additionally, there are inhibiting factors and supporting factors in implementing strategic management. Improving the quality of education is not solely focused on academic outcomes but also involves effective, organized management that is synergistic towards all aspects supporting the enhancement of education quality.
Keywords: Implementation, Strategy Management, Education Qualit
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
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Appropriate Similarity Measures for Author Cocitation Analysis
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Studi perencanaan overlay Jalan Ruas Kambuaya– Kumurkek Kab. Maybrat dengan tebal perkerasan lentur menggunakan metode Manual Desain Perkerasan Jalan (MDP) 2017
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Dispelling the Myths Behind First-author Citation Counts
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use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
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koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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