4 research outputs found
Sistem pendidikan karakter di pesantren: studi multi situs di Pondok Pesantren Miftahul Ulum Sampang, Pondok Pesantren Al-Amien Prenduan Sumenep, dan Sekolah Insan Cendekia Mandiri Boarding School Sidoarjo
Full text linkThree main problems will be discussed in this study, namely: the elements of character education system, the relationship of elements of character education system, and strategies to develop the character education system in Miftahul Ulum Islamic Boarding School Sampang, Islamic Boarding School Al-Amien Prenduan Sumenep, and Boarding School of Insan Cendekia Mandiri Sidoarjo. This research uses qualitative research with a case study approach. In this study, data collection techniques used participatory observation, semi-structured interviews, and documentation. The data analysis techniques used were data reduction, data presentation, and making conclusions. In addition, the data analysis step carried out was the cross-site technique. The researcher conducted the first, second, and third site analysis with the findings of each site, until finally these findings will be theoretical-substantive findings as the final findings of the study. The results showed that the elements of the character education system at Miftahul Ulum Islamic Boarding School have thirteen elements including traditional books, seven souls , involvement of pesantren managers, character education goals, curriculum, mystical teachings, and community activities. Elements of the character education system at the Islamic Boarding School Al-Amien Prenduan have twenty-three elements including intracurricular activities, co-curricular activities, social interaction, giving gifts and punishments, guiding patterns of giving examples, teaching kindness, and inviting kindness; and character education approach. Meanwhile, Boarding School of Insan Cendekia Mandiri Sidoarjo has twenty elements including a positive mindset, morals, toughness, intelligence, ingenuity, independence, vision formulation, outbound activities, social interaction, leadership, memorization activities, and dormitory programs. The relationship between the elements of the character education system consists of the input, process, and output categories which include the main values in the pesantren, the approaches and methods used in the character education system, and all the goals that have been achieved by Islamic education institutions. The strategy in developing a character education system in the current era is to make changes to some aspects of education in pesantren, namely adjusting the pesantren curriculum with developments from outside the pesantren to emphasize character education programs and systems and to increase character education collaboration with all subjects to date
TIPOLOGI PEMIKIRAN PENDIDIKAN ISLAM (Membangun Sebuah Paradigma Pendidikan Yang Mampu Menjadi Wahana Bagi Pembinaan Dan Pengembangan Peserta Didik)
No full textTipologi adalah ilmu yang mempelajari tentang pengelompokan berdasarkan tipe atau jenis secara lebih spesifik. Pendidikan Islam adalah usaha mengubah tingkah laku individu dalam kehidupan pribadinya atau kemasyarakatannya dan dalam alam sekitarnya melalui proses pendidikan yang dilandasi dengan nilai-nilai Islam. Pemikiran pendidikan Islam adalah serangkaian proses kerja akal dan kalbu yang dilakukan secara bersungguh-sungguh dalam melihat berbagai persoalan yang ada dalam pendidikan Islam dan berupaya untuk membangun sebuah paradigma pendidikan yang mampu menjadi wahana bagi pembinaan dan pengembangan peserta didik secara paripurna. pemikiran pendidikan Islam memiliki empat tujuan, salah satunya yaitu membantu menemukan masalah-masalah pendidikan dan sekaligus memberikan cara untuk mengatasinya berdasarkan cara kerja yang sistematik, radikal, universal, mendalam, spekulatif dan rasional. Tipologi pemikiran pendidikan Islam sangat beragam dan memiliki pandangan masing-masing terhadap pelaksanaan serta proses pendidikan
Pendidikan Karakter: Sebuah Tinjauan Historis
Full text linkCharacter education begins with a discourse created by Homeros and Hesiodos (two brilliant poets). The discourse precisely arose during ancient Greece. Then, in the development of its history, character education was coined by a German pedadog named F. W. Foerster at the end of the 18th century. He is also dubbed as the initiator of character education that emphasizes the ethical-spiritual dimension in the process of forming personality. Whereas character education in Indonesia can be explored from various native Indonesian characters, namely Sundanese, Batak, Javanese and Madura customs. Besides that, it has been used as the first mission to realize the vision of national development. so that born policies on character education. These policies are Law Number 20 of 2003 concerning the National Education System and Presidential Regulation Number 87 of 2017 concerning Strengthening Character Education
