1,720,982 research outputs found
Geliat Keberagaman Moderat Komunitas Muslim Tionghoa (Studi Kontribusi Pengkajian Islam Intensif dalam Keberagamaan Moderat Muslim Tionghoa Kota Makassar)
Full text linkPengkajian Al-Qur’an secara berkesinambungan,
terpadu dan komprehensif menjadi sebuah kemestian jika
ingin mengamalkan ajaran Islam secara kaffah.
Setidaknya hal ini yang mendasari dakwah amar makruf
nahi mungkar yang diperankan oleh komunitas muslim
Tionghoa yang secara organisatoris di bawah koordinasi
Persatuan Islam Tionghoa Indonesia (PITI) Kota
Makassar. Salah satu indikator kaffah dalam
keberislaman seseorang adalah senantiasa menampilkan
sikap keberagamaan moderat dalam segala aspek
kehidupan, baik individual maupun kolektif, pada tataran
akidah, ibadah, muamalah, dan akhlak. Dalam
pemahaman dan pengamalan agama, komunitas muslim
Tionghoa Makassar dikesani merefleksikan moderasi
beragama, sehingga keberadaannya di Makassar tidak
menimbulkan gejolak lokal, melainkan menjadi berkah
bagi masyarakat setempat. Dalam hal akidah dan ibadah
misalnya, komunitas ini berafiliasi kepada mainstream
Islam di Indonesia yang berhaluan ahlu sunnah wal
jamaah. Demikian juga dalam melakukan dakwah sosial
politik, mereka memilih strategi santun dan
konstitusional. Begitupun juga dalam dakwah konteks budaya, mereka berupaya menyelaraskan tradisi dengan
nilai-nilai agama Islam. Performa keberagamaan moderat
seperti ini diasumsikan secara kuat sebagai bagian dari
implikasi pembinaan keberagamaan yang berkelanjutan,
terutama dengan melalui program pengkajian Al-Qur’an
secara intensif. Gambaran ini setidaknya menjadi latar
belakang munculnya penelitian ini dengan judul “Geliat
Keberagamaan Moderat Komunitas Muslim Tionghoa
(Studi Kontribusi Pengkajian Islam Intensif dalam
Keberagamaan Moderat Komunitas Muslim Tionghoa
Kota Makassar) ”
Implementasi Pendidikan Karakter dalam Kurikulum 2013
Full text linkThe implementation of character education in formal educational environments have effective influence in addressing the phenomenon of anarchism, the imposition of the will, brawl learners, the proliferation of drug dealers and users, environmental crisis, a moral crisis, and various other social fatologi tendencies. Formal education is an education system that is organized, purposeful, and measurable. Curriculum 2013 orientates and emphasizes on the strengthening of the moral, affective, and value of the concept of KI-1 (spiritual attitude), KI-2 (social attitudes), KI-3 (knowledge), and KI-4 (application of knowledge). Implementation of character education in the Curriculum in 2013 can be developed by integrating cognitive, affective, and psycho-motoric aspects. In addition, to encourage and facilitate the realization of synergies between formal, non-formal and informal education, and encourage teachers to continue to improve the competence and their role model is another form of implementation of Curriculum 2013
BOARDING SCHOOL: MODEL PENDIDIKAN TRANSFORMATIF
Full text linkSeiring dengan semakin besarnya perhatian serta ikhtiar pemerintahuntuk menggenjot peningkatan kualitas (mutu) pendidikanberbasis karakter, muncul fenomena penyelenggaraan pendidikanberpola boarding school. Jika ditelisik sejarah pendidikan Indonesia,dalam kaitannya dengan fenomena tumbuh kembangnya polapenyelenggaraan pendidikan boarding school, ditemukan bahwa secarasubstantif pola boarding school bukan merupakan pola pendidikan baruyang tidak memiliki riwayat pola pendidikan ke-Indonesiaan. Polapendidikan boarding school memiliki kemiripan dengan pola pendidikanpesantren. Selain itu, jika ditelusuri pemikiran-pemikiran tokohpendidikan seperti Ki Hajar Dewantara yang mendirikan PendidikanTaman Siswa (1922), Muhammad Syafe’i yang mendirikan RuangPendidikan Indonesische Nederlandsche School (RP INS) kayutanam(1925), dan K.H. Ahmad Dahlan yang mendirikan Madrasah IbtidaiyahDiniyah Islamiyah (1911), didapati setidaknya tiga tokoh ini secarakontekstual telah meletakkan ide-ide dasar bahkan menginspirasitumbuh kembangnya pola pendidikan boarding school di tanah air.Dari gagasan beberapa tokoh tersebut, boarding school disimpulkansebagai pendidikan transformatif dengan beberapa alasan; (1) boardingschool memprioritaskan proses integrasi capaian pembelajaran antarakongnitif, afektif, dan psikomotorik; (2) boarding school mengupayakanpenyatuan lingkungan pendidikan, yaitu; lingkungan pendidikanformal, norformal, dan informal; (3) boarding school memadukan poladan muatan kurikulum, antara sekolah dan pondok pesantren
PEMBENTUKAN KARAKTER ANAK MELALUI LEMBAGA PENDIDIKAN INFORMAL
Full text linkThe focus which studied about educational institution in establishment the character; scope of informal education connection with the character establishment; contribution of family educational institution in establishment of children character. Searching process shows that education institution of formal-informal-nonformal have an important responsibility and strategic in establishment of children character; and informal educational institution has the main responsibility and first one in establishment of children character. The contribution of informal educational institution is very significant in establishment of children character, in family education preceded by the process of children education, love and affection touching, make the children accustomed, and provide an axample become founder formed of children character up to the children grow become adult with intact personality
PENGEMBANGAN KURIKULUM PENDIDIKAN TINGGI
Full text linkPengembangan kurikulum pendidikan tinggi merupakanformulasi konsep-konsep dasar sebagai landasan atau pijakanyang menjelaskan secara mendalam dan komprehensip aspekfilosofis, sosiologis, psikologis, rasio-empirik, dan yuridis, sertadilengkapi sistem pengelolaan kurikulum pendidikan tinggi.Dalam pengembangan kurikulum pendidikan tinggi ada dua halyang menjadi perhatian, yaitu; (1) kerangka dasar kurikulum;hal ini merupakan landasan pemikiran yang diolah secara ilmiahatau disebut sebagai naskah akademik. Kerangka dasar tersebutjuga merupakan pijakan pengembangan kurikulum pendidikantinggi yang meliputi aspek filosofis, sosiologis, psikologis, danyuridis serta perkembangan ilmu pengetahuan dan teknologi,;(2) Struktur kurikulum pendidikan tinggi; hal ini merupakansistem pengorganisasian kurikulum yang meliputi: rumusancapaian pembelajaran pendidikan tinggi, pengorganisasianbahan kajian, dan beban belajar pada pendidikan tinggi.Kata Kunci : Pengembangan Kurikulum, Pendidikan Tingg
PEMBENTUKAN KARAKTER ANAK MELALUI LEMBAGA PENDIDIKAN INFORMAL
Full text linkThe focus which studied about educational institution in establishment the character; scope of informal education connection with the character establishment; contribution of family educational institution in establishment of children character. Searching process shows that education institution of formal-informal-nonformal have an important responsibility and strategic in establishment of children character; and informal educational institution has the main responsibility and first one in establishment of children character. The contribution of informal educational institution is very significant in establishment of children character, in family education preceded by the process of children education, love and affection touching, make the children accustomed, and provide an axample become founder formed of children character up to the children grow become adult with intact personality
INTERACTIVE STRATEGY TRAINER FOR ACTIVE READING AND THINKING (ISTART) FOR THE STUDENTS’ READING COMPREHENSION
Full text linkThis research aims to find the improvement of the students’ reading in literal comprehension especially main idea and supporting idea in reading comprehension use of ISTART Strategy at Class VIII.5 of SMPN 2 Sungguminasa in the 2012/2013 Academic Year. The researcher used a Classroom Action Research (C.A.R). It was consisted of two cycles. In each cycle consisted of four meetings. The research subject was the students in class VIII.5; it consisted of 35 students with 18 men and 17 women. The researcher obtained the data by using reading test and observation sheet. The research findings indicates that using ISTART Strategy could improve the students’ reading comprehension, from table 1 indicated that there was improvement the students’ Main Idea from cycle I to cycle II, where as in cycle I the students’ achievement main idea in reading was 6.65, but after evaluation in cycle II the students’ main idea in reading became 7.36. The other hand the students’ supporting idea in reading was improved cycle I to cycle II, where as in cycle I the students’ supporting idea in reading was 6.78 but after evaluation in cycle II the students’ supporting idea in reading became 7.38. It means that the use ISTART Strategy could improve the students’ reading comprehension at VIII.5 Class of the second year students of SMPN 2 Sungguminasa.</jats:p
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
The Influence of Characteristics and Institutions on the Empowerment of Cocoa Agribusiness Farmer Groups in South Sulawesi, Indonesia
Full text linkAgricultural development, specifically cocoa agribusiness, is largely determined by the human resource. When human resources possess high motivation, creativity, and the ability to develop innovation, agricultural development is significantly improved. This phenomenon shows the necessity to strive for empowerment of farmer for capacity improvement. Therefore, this study aimed to (1) describe the level of empowerment of individual farmer and their groups, and (2) analyze influence of individual characteristics of farmer, groups, and the role of counseling in empowerment of groups member. The analysis was carried out in Soppeng Regency, South Sulawesi, Indonesia, using a combined quantitative and qualitative design. A total of 70 respondents and 12 informants were included, consisting of farmer groups administrator, extension workers, and heads of estate services. Data collection was carried out through surveys and in-depth interviews. Meanwhile, data processing and analysis for this study used Structural Equation Modeling (SEM) Partial Least Square (PLS). The results showed that both farmer and groups empowerment were mostly in the medium category. Furthermore, characteristics of individuals, farmer groups, and the role of counseling significantly affected empowerment of members, including groups. Empowerment of farmer groups also influenced the success of cocoa agribusiness. These results showed that the development of cocoa agribusiness required high empowerment of individual farmer and groups as farmer institutions.
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