Tarbiya Journal of Education in Muslim Society最新文献

{"title":"“What do fishermen catch?”; Exploring Talk between Students in Primary Science Classroom Implementing Curriculum 2013","authors":"M. Ramli","doi":"10.15408/TJEMS.V5I1.7496","DOIUrl":"https://doi.org/10.15408/TJEMS.V5I1.7496","url":null,"abstract":"AbstractThe objective of this research is to explore of dialogue in primary science classrooms that implement Curriculum 2013. Dialogue is a term used in a broad sense to mean the exchange of information, thought and ideas from the sources to audiences through both written and spoken language. In this study, the sort of dialogue I am interested in is classroom talk; even more specifically, talk between students in the primary science classroom. A case study approach is employed for this study. I am focusing my study on twelve science lessons at year four of one primary schools in the Greater Jakarta. Data were gathered using classroom observations. I wrote a field note for each lesson and record the observation using audio and video recorder For analysing the data, I employed socio culture discourse analysis. The study shows that talk between students during a science lesson is adapted from both a traditional triadic pattern called Initiation, Response, Feedback (IRF) and a non-triadic pattern of Initiation, Response, Feedback, Response, Feedback (IRFRF) chain. In addition, the findings indicate that students were able to develop the four domains of scientific literacy through talks during science lessons.AbstrakTujuan dari penelitian ini adalah untuk mengeksplorasi dialog di dalam kelas sains dasar yang menerapkan Kurikulum 2013. Dialog adalah istilah yang digunakan dalam arti luas berarti pertukaran informasi, pemikiran dan ide-ide dari sumber pembicara ke lawan bicara melalui komunikasi baik lisan maupun tulisan. Dalam penelitian ini, jenis dialog yang menarik bagi peneliti adalah pembicaraan di kelas; khususnya, pembicaraan antara siswa di kelas sains tingkat Sekolah Dasar. Pendekatan studi kasus digunakan pada penelitian ini. Fokus penelitian ini adalah dua belas materi ajar mata pelajaran sains pada kelas empat dari salah satu sekolah dasar di Jabodetabek. Data penelitian ini dikumpulkan dengan menggunakan observasi kelas. Peneliti menulis catatan lapangan untuk setiap pengajaran dan merekam kegiatan pengajaran menggunakan audio dan perekam video. Untuk menganalisis data, peneliti menggunakan analisis wacana sosial budaya. Studi ini menunjukkan bahwa perbincangan antara siswa selama pelajaran sains diadaptasi dari pola triadic-tradisional yang disebut Initiation (Inisiasi), Response (Respon), dan Feedback (Timbal Balik) yang disingkat IRF dan pola non-triadic yang disebut Initiation (Inisiasi), Response (Respon), Feedback (Timbal Balik), Response (Respon), Feedback (Timbal Balik) yang disebut denga Rantai IRFRF. Selain itu, temuan menunjukkan bahwa siswa mampu mengembangkan empat domain literasi ilmiah melalui diskusi selama pelajaran ilmu pengetahuan ","PeriodicalId":31139,"journal":{"name":"Tarbiya Journal of Education in Muslim Society","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85070207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Analysis of Students Perception about Teachers’ Personality in the Academic Achievement of Students at University Level","authors":"Sadaf Umer Chhapra, S. Naz, M. Usmani, Adil Mohiuddin","doi":"10.15408/TJEMS.V5I1.7098","DOIUrl":"https://doi.org/10.15408/TJEMS.V5I1.7098","url":null,"abstract":"AbstractThis thesis is aimed at exploring the relationship of teacher’s personality as perceived by the students with students’ academic achievement. The major objective of study was to measure the perceptions of students about five dimensions of their teachers’ personality (i.e. Openness, Extraversion, Agreeableness, Conscientiousness, and Neuroticism) and to identify the relationship between these five dimensions of teacher’s personality and students’ academic achievement at university level. Data was collected from male and female students of five universities of Karachi with the help of questionnaire design on likert scale. As population frame was not available to random sampling technique (non-probability method) was used to collect data from 385 respondents. Statistical techniques that were applied for analysis of collected data were descriptive analysis, regression and ANOVA analysis. Findings of the study showed that there is a significant relationship between teachers’ personality and student’s academic performance at university level. Furthermore, all personality traits except Neuroticism is create positive impact on student’s academic output. This study help teacher and management to better understand the importance of personality traits and their impact on class management and ultimately of student’s academic performance.AbstrakTulisan  ini bertujuan untuk mengeksplorasi hubungan kepribadian guru yang dirasakan oleh siswa dengan prestasi akademik siswa. Tujuan utama penelitian adalah untuk mengukur persepsi siswa tentang lima dimensi kepribadian guru mereka ( yaitu Openness, Extraversion, Agreeableness, Conscientiousness, dan  Neuroticism) dan untuk mengidentifikasi hubungan antara lima dimensi kepribadian guru dan prestasi akademik siswa. di tingkat universitas. Data dikumpulkan dari siswa pria dan wanita dari lima universitas di Karachi dengan bantuan desain kuesioner pada skala likert. Karena kerangka populasi tidak tersedia untuk teknik sampling acak (metode non-probabilitas) digunakan untuk mengumpulkan data dari 385 responden. Teknik statistik yang diterapkan untuk analisis data yang dikumpulkan adalah analisis deskriptif, regresi dan analisis ANOVA. Temuan penelitian menunjukkan bahwa ada hubungan yang signifikan antara kepribadian guru dan kinerja akademik siswa di tingkat universitas. Selain itu, semua ciri kepribadian kecuali Neuroticism menciptakan dampak positif pada output akademik siswa. Penelitian ini membantu guru dan manajemen untuk lebih memahami pentingnya sifat kepribadian dan dampaknya terhadap manajemen kelas dan akhirnya kinerja akademik siswa","PeriodicalId":31139,"journal":{"name":"Tarbiya Journal of Education in Muslim Society","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82444898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Ethics of Non-Therapeutic Male Circumcision Under Islamic Law","authors":"Hossein Dabbagh","doi":"10.15408/TJEMS.V4I2.6017","DOIUrl":"https://doi.org/10.15408/TJEMS.V4I2.6017","url":null,"abstract":"Abstract This qualitative research is a philosophical review about analyzing how circumcision can (cannot) be morally justified. It is typically assumed among Muslims that circumcision is mandatory according to Islamic law ( Sharia ). However, in this paper, I will argue that this is not clear in Islamic texts. Because firstly there is no textual evidence in the Quran about this matter and secondly permissibility of circumcision is not an agreed topic among Muslim scholars. This entails that circumcision is not a necessary part of being a Muslim. Although this idea seems idiosyncratic according to the majority of Muslims, I’m inclined to emphasize that we should not marginalize this idea, rather we have to support it for educational prosperity in Muslim communities. But perhaps more importantly this paper helps to introduce new Muslim intellectuals’ argument that moral reasoning is independent from (and even superior to) Islamic law. Since we do not have ultimate and decisive secular reason (e.g., medical reason) against male circumcision in every occasion, therefore, morally speaking, I believe it is not reasonable to say that male circumcision is always wrong. Muslims who support male circumcision still can find some secular reasons to defend this from their cultural identity. Abstrak Penelitian kualitatif ini merupakan tinjauan filosofis yang bertujuan menganalisis bagaimana sunat dapat atau tidak dapat dibenarkan secara moral. Ummat Muslim beranggapan bahwa hukum sunat adalah wajib menurut hukum Islam (Syariah). Akan tetapi , dalam tulisan ini, saya akan berargumen bahwa belum ada penjabaran yang pasti perihal asal hukum wajib pada sunat ini dalam Islam. Argumen ini memiliki dua alasan. Alasan pertama adalah tidak ada bukti te rtulis dalam Al Qur'an tentang asal hukum wajib sunat ini dan alasan ke dua adalah pembolehan sunat bukanlah topik yang disepakati di antara para cendikia Muslim. Atas dasar tersebut, keadaan yang mensyaratkan seseorang untuk sunat bukanlah hal yang wajib untuk menjadi seorang Muslim. Meskipun gagasan ini tampaknya idiosynkratik menurut mayoritas umat Muslim, saya menekankan bahwa kita tidak boleh menyisihkan gagasan ini, tetapi kita harus mendukungnya untuk kemakmuran pendidikan di komunitas Muslim. Kendati demikian mungkin yang lebih penting lagi bahwa tulisan ini membantu untuk memperkenalkan argumen intelektual Muslim yang baru bahwa penalaran moral adalah independen dari (dan bahkan lebih tinggi dari) hukum Islam. Karena kita tidak memiliki alasan kuat dan alasan sekuler ( seperti a lasan medis) terhadap sunat pada laki-laki di dalam setiap keadaan . Kendati demikian , secara moral, saya percaya bahwa tidak beralasan untuk mengatakan bahwa sunat laki-laki itu selalu salah. Muslim yang mendukung sunat pada laki-laki masih dapat dilakukan dengan menemukan beberapa alasan sekuler untuk mempertahankan kegiatan sunat dari identitas budaya ummat muslim. How to Cite : Dabbagh, H. (2017). The Ethics Of Non-Therapeutic Male","PeriodicalId":31139,"journal":{"name":"Tarbiya Journal of Education in Muslim Society","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41295053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"EDUCATION IN BORDER REGIONS","authors":"Farid wadjdy","doi":"10.15408/tjems.v4i2.6982","DOIUrl":"https://doi.org/10.15408/tjems.v4i2.6982","url":null,"abstract":"Abstract This paper aims to figure out the government policy in education management, community participation, and accessibility in border area. The qualitative framed theory with case study approach was used as the method of this study. The results showed that government was enacting special policies in national school operational assistance, providing block grant funds, special allowances for teachers and education personnel in border areas. Participation of the community was in the form of building dormitory in mutual assistance; customary heads took the legal role of school land and cultural preservation through extracurricular activities. Implementation of education in the form of nationalism enhancement assisted by the Indonesian National Army, facilities and school infrastructure were still under the national standards, teachers and employees were not disciplined, and supervision had not functioned optimally. When the teacher had given an assignment out of the region sometimes they had to leave their teaching job for up to two weeks late due to difficult. Abstrak Artikel ini bertujuan untuk meninjau kebijakan pemerintah dalam manajemen pendidikan, partisipasi masyarakat, dan aksesibilitas di daerah perbatasan. Teori yang dirumuskan secara kualitatif dengan pendekatan studi kasus digunakan sebagai metode penelitian ini. Hasil penelitian menunjukkan bahwa pemerintah memberlakukan kebijakan khusus dalam bantuan operasional sekolah nasional, menyediakan dana hibah blok, tunjangan khusus yang diperuntukan bagi guru dan tenaga kependidikan di daerah perbatasan. Partisipasi masyarakat adalah dalam bentuk membangun asrama dalam bantuan timbal balik; Kepala adat mengambil peran hukum pada ranah sekolah dan pelestarian budaya melalui kegiatan ekstrakurikuler. Pe ngimplementasian pendidikan dalam bentuk peningkatan nasionalisme dibantu oleh Tentara Nasional Indonesia, fasilitas dan infrastruktur sekolah masih di bawah standar nasional, guru dan karyawan yang tidak disiplin, dan pengawasan tidak berfungsi secara optimal. Ketika guru telah diberikan tugas di luar daerah, kadang-kadang mereka harus meninggalkan pekerjaan mengajar mereka hingga dua minggu lebih lama dari waktu yang ditugaskan karena akses yang tidak mudah dijangkau. How to Cite : Wadjdy, F. (2017). Education in Border Regions. TARBIYA: Journal of Education in Muslim Society, 4 (2), 224-231. doi:10.15408/tjems.v4i2.6982. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v4i2.6982","PeriodicalId":31139,"journal":{"name":"Tarbiya Journal of Education in Muslim Society","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48086580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE CORRELATION BETWEEN EFL LEARNERS’ MOTIVATION ON ENGLISH COURSE AND THEIR ENGLISH LEARNING ACHIEVEMENT","authors":"Dewi Listia Apriliyanti","doi":"10.15408/TJEMS.V4I2.6401","DOIUrl":"https://doi.org/10.15408/TJEMS.V4I2.6401","url":null,"abstract":"Abstract A Study has been conducted to examine the correlation between EFL learners’ motivation on English course (X) and their English learning achievement (Y). A mixed method design used in this study. Instruments of this research were observation, questionnaire, document, and interview. Quantitative method used to measure the correlation between two variables. 30 higher students of the public school have involved in this study. The result showed that the correlation between EFL learners’ motivation on English course and their English score. Even though the correlation was positive, but it was low and not significant. Meanwhile, The investigation found five explanations. First, in some cases, the method that teacher used for learning activity was not suitable with the students’ condition. Second, most students felt difficulty with grammatical structure. Third, students would understand the material if they felt interesting with their teacher and materials. If they didn’t feel comfortable with both of those things, they would not understand the material at all. Forth, they didn’t have high curiosity because they were not remembered about the material explanation from their tutor on English course in the next day. It means that they were not learned it again at home. Fifth, 43% of students would rather to studying with their teacher at school than at English course. 36% of students would rather to studying with their teacher at courses that at school because they felt more understand learning at English course and 21% of samples were abstained. Abstrak Penelitian ini dilakukan untuk menguji korelasi antara motivasi peserta didik bahasa Inggris sebagai bahasa asing (EFL) dalam mengikuti kursus bahasa Inggris (X) dan prestasi belajar bahasa Inggris mereka di sekolah (Y). Desain metode campuran digunakan dalam penelitian ini. Instrumen penelitian ini adalah observasi, kuesioner, dokumen, dan wawancara. Metode korelasi digunakan untuk mengukur hubungan antar dua variabel. 30 siswa Sekolah Menengah Atas (SMA) terlibat sebagai sampel dalam penelitian ini. Hasil penelitian menunjukan ada korelasi antara motivasi peserta didik EFL terhadap nilai bahasa Inggris mereka. Meskipun hasil menunjukan adanya hubungan yang positif namun rendah dan tidak signifikan. Hasil investigasi menemukan lima temuan. Pertama, dalam beberapa kasus, metode yang digunakan guru untuk kegatan belajar tidak sesuai dengan kondisi siswa. Kedua, kebanyakan siswa merasa kesulitan dalam memahami stuktur gramatika dalam bahasa Inggris. Ketiga, siswa akan memahami materi jika mereka merasa tertarik dengan guru dan bahan ajarnya. Jika mereka tidak merasa nyaman dengan kedua hal tersebut, merek tidak akan memahami materi sama sekali. Keempat, mereka tidak memiliki keingintahuan yang tinggi karena mereka tidak ingat penjelasan materi dari tutor mereka pada saat kursus bahasa inggris dihari berikutnya. Artinya mereka tidak mempelajarinya lagi dirumah. Kelima, 43% siswa memilih untuk belajar ","PeriodicalId":31139,"journal":{"name":"Tarbiya Journal of Education in Muslim Society","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42603329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"CURRICULUM ANALYSIS TEACHER PROFESSIONAL EDUCATION PROGRAM (PPG) OF ISLAMIC EDUCATION IN INDONESIA","authors":"F. Fauzan, Bahrissalim Bahrissalim","doi":"10.15408/TJEMS.V4I2.6400","DOIUrl":"https://doi.org/10.15408/TJEMS.V4I2.6400","url":null,"abstract":"Abstract The existence of Professional Teacher Education program (PPG) becomes a demand after the Law of Teachers and Lecturers (UU G-D) requires professional teachers to have an educator certificates. Professional education contains practical activities of applying academic educational ability in professional activities of teachers in schools along with systematic supervision mechanisms and in a relatively adequate time (at least one year or two semesters). The substance of the Teacher Professional program curriculum rests on the accommodation of teachers' competence, pedagogic, professional, personal, and social. The demands of the teacher's competence spawned several offers of learning expenses that became a person's reinforcement to become a professional teacher, whether related to the content of teaching materials or the strengthening of teaching skills. The structure of the PPG program curriculum contains workshops on learning tool development, teaching exercises through micro teaching- learning, peer learning, and field experience programs (PPL), and pedagogy enrichment programs. Abstrak Keberadaan Program Profesi Guru ( PPG ) menjadi tuntutan setelah UU G - D mempersyaratkan guru profesional memiliki sertifikat pendidik. Pendidikan profesi berisi kegiatan praktik menerapkan kemampuan akademik kependidikan dalam kegiatan profesional guru di sekolah disertai mekanisme pembimbingan dan supervisi yang sistematis dan dalam waktu yang relatif memadai (sekurang-kurangnya satu tahun atau dua semester) . Substansi kurikulum Program Profesi Guru (PPG) bersandar pada akomodasi tuntutan kompetensi guru, yakni pedagogik, professional, personal, dan  sosial. Tuntutan kompetensi guru tersebut melahirkan beberapa tawaran beban belajar yang menjadi penguat seseorang menjadi guru professional, apakah terkait dengan konten  materi ajar atau penguatan teaching skill. Struktur kurikulum program PPG berisi lokakarya pengembangan perangkat pembelajaran, latihan mengajar melalui pembelajaran mikro, pembelajaran pada teman sejawat, dan program pengalaman lapangan (PPL), dan program pengayaan bidang studi dan/atau pedagogi. How to Cite : Fauzan., Bahrissalim. (2017). Curriculum Analysis Teacher Professional Education Program (PPG) of Islamic Education in Indonesia. TARBIYA: Journal of Education in Muslim Society, 4 (2), 148-161. doi:10.15408/tjems.v4i2.6400. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v4i2.6400","PeriodicalId":31139,"journal":{"name":"Tarbiya Journal of Education in Muslim Society","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45731048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"SOCIALLY RESPONSIBLE UNIVERSITY: PERSPECTIVES OF UNIVERSITY’S TOP MANAGEMENT LEADERS","authors":"A. S. Yunus, Norzaini Azman, S. Rahman","doi":"10.15408/TJEMS.V4I2.8008","DOIUrl":"https://doi.org/10.15408/TJEMS.V4I2.8008","url":null,"abstract":"Abstract Carnegie Foundation for Advancement of  Teaching described UCE as the “collaboration between higher education institutions (HEIs) and their larger communities (local, regional or state, national, and global) for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity.”  Thus the term socially responsible university was proposed by Teichler (2017) which refers to the need for a university to be relevant to the society and that “the university has to pay attention as well that it serves the generally agreed function of generating, preserving and disseminating knowledge appropriately.”  However, this function is the least emphasized by the university community and in criteria for promotion.  This Article examines the nature of and the factors affecting universities’ engagement with their communities from the multiple perspectives of top management leaders of the university.  Specifically, the research sought to access views on UCE and explores cultural and institutional barriers to involvement, and levels of recognition, support, and reward for community engagement. The article highlights the two perspectives from the respondents; their beliefs of what is currently occurring in their universities and their views on what ought to be occurring. Abstrak Carnegie Foundation for Advancement of Teaching (Yayasan Carnegie untuk Kemajuan pengajaran) menggambarkan university-community engagement (UCE) sebagai \"kolaborasi antara institusi pendidikan tinggi (HEIs) dan komunitas mereka yang lebih besar (lokal, regional atau negara, nasional, dan global) untuk pertukaran pengetahuan dan sumber daya yang saling menguntungkan dalam konteks kemitraan dan timbal balik.” Dengan demikian istilah universitas yang bertanggung jawab secara sosial diusulkan oleh Teichler (2017) yang mengacu pada perlunya sebuah universitas menjadi relevan dengan masyarakat dan bahwa “universitas harus memperhatikan dalam melayani fungsi yang disepakati bersama untuk menghasilkan, melestarikan dan menyebarkan pengetahuan dengan tepat.” Namun, fungsi ini paling tidak ditekankan oleh komunitas universitas dan dalam kriteria untuk promosi. Artikel ini mengkaji sifat dan faktor-faktor yang mempengaruhi keterlibatan universitas dengan komunitas mereka dari berbagai perspektif pimpinan manajemen puncak pada universitas. Secara khusus, penelitian ini beru paya untuk mengakses pandangan tentang UCE dan mengeksplorasi hambatan budaya dan kelembagaan untuk keterlibatan, dan tingkat pengakuan, dukungan, dan penghargaan untuk keterlibatan masyarakat. Artikel ini menyoroti dua perspektif dari responden; keyakinan mereka tentang apa yang sedang terjadi di universitas mereka dan pandangan mereka tentang apa yang seharusnya terjadi. How to Cite : Md.Yunus, A. S., Azman, N. Rahman, S. A. (2017). Socially Responsible University: Perspectives of University’s  Top Management Leaders. TARBIYA: Journal of Education in Muslim Society, 4 (2), 128-147. doi:1","PeriodicalId":31139,"journal":{"name":"Tarbiya Journal of Education in Muslim Society","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44612706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"AN ANALYSIS ON PEDAGOGY CONTENT ISLAMIC KNOWLEDGE OF INDONESIAN QUALIFICATION FRAMEWORK IN BIOLOGY ISLAMIC EDUCATION PROGRAM","authors":"Y. Herlanti","doi":"10.15408/TJEMS.V4I2.6751","DOIUrl":"https://doi.org/10.15408/TJEMS.V4I2.6751","url":null,"abstract":"Abstract This study aims to analyze Pedagogy Content Islamic Knowledge (PCIK) on the Indonesian Qualification Framework (IQF) in Biology Islamic Education Study Program. The competence in Pedagogy Content Knowledge (PCK) is the achievement of Biology Education Program. The challenge faced by Biology Islamic Education program which lies under Islamic colleges and universities is to combine the program with the knowledge of Islam. The graduates of Biology Islamic Education program are required to master the Pedagogy Content Islamic Knowledge (PCIK). PCIK analysis was conducted qualitatively on Biology Islamic Education curriculum document at three state Islamic universities in Indonesia. The subjects of the study were three heads of study program, fourteen lecturers, and sixteen students. In-depth interviews, questionnaires, and discussions were conducted on the subjects. The results showed that PCIK is conceptually and textually seen in three subjects, namely capita selecta, microteaching practice, and school field practice. PCIK appeared in the scientific process, i.e. critical reflective activity on the significance of natural phenomena created by God. Abstrak Penelitian ini bertujuan untuk menganalisis Pedagogy Content Islamic Knowledge (PCIK) pada Kerangka Kualifikasi Nasional Indonesia (KKNI) Program Studi Tadris Biologi.  Kemampuan Pedagogy Content Knowledge (PCK) merupakan capaian Program Studi Pendidikan Biologi.  Bagi program studi Tadris Biologi di bawah naungan PTKI (Perguruan Tinggi Keagamaan Islam) memiliki tantangan satu tantangan lagi yaitu memadukan dengan pengetahuan islam.  Keluaran dari Tadris Biologi dituntut kemampuan Pedagogy Content Islamic Knowledge (PCIK).  Analisis PCIK dilakukan secara kualitatif terhadap dokumen kurikulum Tadris Biologi pada tiga UIN di Indonesia.  Selain itu dilakukan wawancara mendalam, pengisian angket, dan diskusi terpumpun bersama narasumber yaitu tiga orang ketua program studi,  empat belas dosen, dan enam belas mahasiswa.  Hasil penelitian menunjukkan PCIK secara tekstual konseptual terlihat pada tiga matakuliah yaitu kapita selekta, praktik pengajaran mikro, dan praktik lapangan madrasah.  PCIK muncul pada proses sains berupa kegiatan reflektif kritis terhadap hakekat fenomena alam yang diciptakan oleh Alloh swt . How to Cite : Herlanti, Y. (2017).  An Analysis on Pedagogy Content Islamic Knowledge of Indonesian Qualification Framework in Biology Islamic Education Program. TARBIYA: Journal of Education in Muslim Society, 4 (2), 176-183. doi:10.15408/tjems.v4i2.6751. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v4i2.6751","PeriodicalId":31139,"journal":{"name":"Tarbiya Journal of Education in Muslim Society","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45271420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"RESTRUCTURING AND REDESIGNING THE PESANTREN TOWARD AN EFFECTIVE EDUCATIONAL INSTITUTION","authors":"Yayan Rahayani","doi":"10.15408/TJEMS.V4I2.8009","DOIUrl":"https://doi.org/10.15408/TJEMS.V4I2.8009","url":null,"abstract":"Abstract Pesantren is an Islamic boarding school and is the oldest community-based education system in Indonesia. The methods of instruction in Pesantren are over 400 years. The focus of Pesantren is Islamic teaching, teaching community values, literacy and numeracy.  Pesantren has to compete with the contemporary educational practices currently used in Indonesia. Pesantren , as an educational institution faces challenges not only come from outside, but also from within the organization. The complex roles of the Kyai as the leader, for instance, needs to be revisited and this paper highlights the history, key roles of the Kyai and the institutional framework of Pesantren .  Arguably, there is a need to challenge the role of the leaders ( Kyai ) and communication patterns within the Pesantren it can respond to contemporary issues influencing education in Indonesia.  The study suggests the use of restructuring and redesigning for Pesantren . The restructuring includes, but not limited to, transforming leadership role and involving teachers in designing the curriculum. Redesigning encompasses the idea of shared responsibility among teachers and redesigning infrastructure. In short, Pesantren has embedded strengths and resources used to face challenges and accommodate changes in society. The Kyai have significant roles in revisiting those resources. Abstrak Pesantren merupakan sistem pendidikan agama Islam berbasis masyarakat yang tertua di Indonesia. Metodologi pengajaran di pesantran bahkan sudah dikenal selama kurang lebih 400 tahun. Diantara ajaran utama pesantren adalah memberikan pengajaran tentang agama Islam, nilai-nilai luhur dalam masyarakat, selain ilmu baca tulis dan serta ilmu berhitung. Pesantren dituntut untuk mampu bersaing dengan sistem pendidikan kontemporer di Indonesia. Tantangan tidak hanya datang dari luar, melainkan juga dari dalam dunia pesantren sendiri. Peran yang sangat kompleks dari seorang Kyai misalnya, memerlukan kajian khusus, dan tulisan ini menelaah tentang sejarah, peran kyai dan kerangka institusional pesantren. Disimpulkan bahwa bahwa perlu adanya penelaahan kembali tentang peran pimpinan pesantren dan pola komunikasi di dalam pesantren dalam rangka merespon persoalan-persoalan kekinian yang mempengaruhi dunia pendidikan di Indonesia, sehingga diperlukan adanya restrukturisasi dan penataan kembali pesantren. Proses restrukturisasi meliputi transformasi peranan pimpinan dan keterlibatan para guru dalam mengembangkan kurikulum belajar mengajar. Sedangkan penataan kembali diantaranya meliputi dikembangkannya rasa tanggung jawab kolektif diantara para guru dan penataan infrastruktur pesantren. Singkatnya, pesantren sebenarnya sudah memiliki potensi dan sumber daya untuk mengakomodir perubahan yang terjadi di masyarakat. Figur kyai menjadi sangat penting untuk menelaah kembali sumberdaya dimaksud . How to Cite : Rahayani, Y. (2017). Restructuring and Redesigning the Pesantren Toward an Effective Educational Institution","PeriodicalId":31139,"journal":{"name":"Tarbiya Journal of Education in Muslim Society","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45530343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"FRAMEWORK FOR INVESTING INDONESIAN EFL LISTENING MATERIALS WITH CHARACTER EDUCATION","authors":"Reni Kusumaningputri, Dewianti Khazanah, Riskia Setiarini","doi":"10.15408/TJEMS.V4I2.6197","DOIUrl":"https://doi.org/10.15408/TJEMS.V4I2.6197","url":null,"abstract":"Abstract This paper offers a solution to Indonesia’s mission of investing EFL listening materials with character education in higher institutions. The character is seen as a dimension of content competence, namely attitude. Developed by using Content-Based Instruction approach, the alternative view is reflected through listening materials design to target strengthening moral values, principles, and attitudes. The framework argues that listening materials should accommodate the need to tailor materials for teaching, rather, than for assessment. It also responds to the ubiquity of English as a Lingua Franca. It argues that the investment of character education leads to learning targets that allow students to become concerned, informed, and involved in developing themselves as citizens, and to respond to 21st-century language competences, especially in the ability to embrace cross-cultural understanding and in the use of digital technology in classroom language learning. The proposed framework is offered as decisions made on the materials’ resources, method of development, activities, and assessment. Abstrak Artikel ini menawarkan solusi terhadap misi Indonesia untuk berinvestasi pendidikan karakter di dalam materi ajar Listening untuk pembelajaran di pendidikan tinggi (universitas). Karakter dimaknai sebagai kompetensi isi yaitu perilaku. Rancangan materi ini dikembangkan dengan menggunakan pendekatan berbasis isi (Content-Based Instruction). Kerangka rancangan alternatif ini bertujuan untuk menguatkan nilai-nilai moral, prinsip, dan perilaku. Dengan kerangka berfikir bahwa materi Listening seharusnya dibuat untuk tujuan belajar (learning) daripada untuk asesmen semata-mata, maka materi ajar harus mengakomodasi pola ini. Rancangan materi ini juga merespon kehadiran perspektif English as a Lingua Franca. Hal ini bermakna bahwa investasi pendidikan karakter hendaknya bermuara pada tujuan-tujuan pembelajaran yang menciptakan pembelajar menjadi pribadi yang perhatian, cakap pengetahuan, dan partisipatif dalam mengembangkan dirinya sebagai warga negara. Selain itu rancangan materi ini juga merespon pentingnya tercapainya kompetensi berbahasa abad ke -21 khususnya kemampuan pemahaman lintas budaya dan penggunaan teknologi digital untuk keperluan pembelajaran di dalam kelas. Kerangka rancangan materi ini tercermin pada pemilihan sumber materi, metode pengembangan materi, aktifitas, serta asesmen . How to Cite : Kusumaningputri, R., Khazanah, D., Setiarini, R. (2017). Framework for Investing Indonesian EFL Listening Materials with Character Education. TARBIYA: Journal of Education in Muslim Society, 4 (2), 184-199. doi:10.15408/tjems.v4i2.6197. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v4i2.6197","PeriodicalId":31139,"journal":{"name":"Tarbiya Journal of Education in Muslim Society","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41388273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}