Umul Hidayati, Umul
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UPAYA PENINGKATAN KOMPETENSI GURU Hidayati, Umul
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan EDUKASI | VOLUME 4, NOMOR 2, JUNI 2006
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (283.066 KB) | DOI: 10.32729/edukasi.v4i2.177

Abstract

One of theylost urgent problems with increasing quality of madrasah (Islamic institution of learning) is that so many madrasah teachers are unqualified. The dominant factor that assumedly causes low compe­tence of teachers is because of numerous madrasah teachers have no educational background and a mismatch between educational background of the teachers with their duties and functions. Education and training undertaken by Department of Religious Affairs is considered one of breakthroughs to get out of this problem. This article is purposed to look at aspects of education and training to solve the problem with teachers competence.
PONDOK PESANTREN AI-MANSUR POPONGAN KLATEN: Alternatif Model Pelayanan Pendidikan Agama Bagi Masyarakat Hidayati, Umul
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan EDUKASI | VOLUME 6, NOMOR 2, JUNI 2008
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32729/edukasi.v6i2.191

Abstract

The research is done in Pondok Pesantren (Islamic boarding school) al-Mansur Popongan. The objectiveofthestudyis to elaboratehow pesantren stands in providing the religious education service to society. This study is carried out with qualitative approach. The result of the study shows that the religious education particularly if it is service model provided by pesantren up to this time has been sufficiently adequate, seen from its availability of the supporting facilities aspect, infrastructure, service and theresponsiveness tothesantri. Theeducation service held by pesantren is Pre-School, MTs (Islamic Junior High School) and MA (Islamic Senior High School), Madrasah Diniyah (School of Religion),Tahfiz al-Qur'an (Memorizing al-Qur'an), Tarekat and Majlis Taklim. The sodety's response
Madrasah Mitra: Langkah Srategis Pengembangan Madrasah M, Muchlis; N, Nurhattati; Muhammad, Amril; Hidayati, Umul
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan EDUKASI | VOLUME 1, NOMOR 4, OKTOBER 2003
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

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Abstract

Madrasah Mitra: Langkah Srategis Pengembangan Madrasah
KESIAPAN MADRASAH DALAM PEMENUHAN STANDAR LAYANAN MINIMAL PENDIDIKAN Hidayati, Umul
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan EDUKASI | VOLUME 7, NOMOR 2, JUNI 2009
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (239.635 KB) | DOI: 10.32729/edukasi.v7i2.198

Abstract

The results of this research indicate that Islamic schools' preparedness in attaining the minimum education service standards (educators and education personnel according to Education National Standards) is categorked as fair. However, the Islamic schools' preparedness has not either reached ideal condition or maximum level as there are still weaknesses found in several components in terms of educators I teachers, Islamic school principals or supervisors. Teacher competence (at Islamic Elementary School and Islamic Junior High School) is categolked as fair with an average score of 3.9; school principal competence (at Islamic Elementary School and Islamic Junior High School) is categorized as fair with an average score of 3.8; meanwhile, supervisor competence is categoned as fair with an average score of 3.6.
PERMASALAHAN MADRASAH ERA OTONOMI DAERAH Hidayati, Umul
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan EDUKASI | VOLUME 5, NOMOR 1, MARET 2007
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (265.015 KB) | DOI: 10.32729/edukasi.v5i1.278

Abstract

AbstractA fundamental problem faced by madrasahs in the era of global economy is with the position of madrasah in the governmental structure. Structurally, madrasash is a vertical agency without being autonomous-structured but operationally madrasah is within the office of local government (city/regency). Such a condition has implications to the policy of local government that unlikely to favor madrasah. The policies of local government concerning empowering madrasahs can be clasified into four attitudes: 1) in favor of madrasah that meant local goverment has proportionally paid attention to and cared for the madrasah; 2) lack of supporting madradah taht meant though local government has paid attention to the madrasah, such an sttention was discriminative in character among the madrasahs and schools; 3) doubt in character that meant local government has had a willingness to pay their attention to the madrasah, but they were afraid of violating rules; and 4) not in favor of madrasah that meant were no any attentions and treatments at all given by local government to madrasah wheter in form of finance, staff, facility and infrastructure of curriculum.
Penyelenggaraan Pendidikan Karakter di Raudatul Athfal (RA) Darussalam Kota Bogor Hidayati, Umul
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan EDUKASI | Volume 14, Nomor 2, Agustus 2016
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

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Abstract

This research is aimed at acknowledging the success level of implementation of Character Education program in Raudhatul Athfal (RA) Darussalam Institution, Bogor Barat District, Bogor City, West Java Province. This research uses qualitative method with phenomenological and socio-historical approaches. This research results in finding that the character education in RA Darussalam can be implemented properly and has reached its maximum output. The indicator of this success is the students’ capability to absorb and implement the Islam Religion Education materials, which include faith, morals, observance, al-Qur’an and hadiths, as well as good characters. Whereas the supporting factors are, among others, the use of appropriate learning approach and method, the occurrence of learning method diversification, the development of curriculum combining national curriculum, RA-specific curriculum that is full of Islamic teaching values, and characterbased curriculum, the presence of competent and qualified educators graduated from Bachelor Degree (S1) program majoring in Early Aged Children Education, and the provision of complete learning facilities. The impact of this character education implementation success can be felt in the sociological, psychological and political aspects, both for the RA management and parents of students as can be seen from the emerging feeling of content and satisfied for the achieved education output, the increasing public interest in RA, the increasing self-confidence and spirit of the educators in performing their teaching duties, the emerging attention of the government (Ministry of Religious Affairs in the Bogor City) towards this institution.
Pemanfaatan Laboratorium IPA Dan Bahasa Pada Madrasah Aliyah Swasta Hidayati, Umul
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan EDUKASI | VOLUME 11, NOMOR 1, APRIL 2013
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

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Abstract

In an effort to increase the quality of education in Madrasah, the government (the Minister of Religious Affairs through Islamic Education General Director), since 1995, has performed a supportive program in science laboratories by providing for needs in several MTsN (Islamic public junior high schools). In the year 1998, support was given to 35 MAN (Islamic public senior high schools) and in the year 2005 to several considerably superior MA (Islamic private high schools). In the year 2010 support was given to 400 private MA in 19 provinces. In the same year, support was given to 100 MA laboratory facilities in 11 provinces. The massive amount of support has not yet been able to be used optimally in order to increase the quality of education by the Madrasah(s) because of many obstacles such as: the low quantity of human resources (teacher and laboratory staff), the fact that several MA do not possess a laboratory building (Science and Linguistic major), and the fact that science and linguistic majors do not exist in several Madrasah. On the other hand, distribution of funds also experienced many difficulties. The result of the research of the Center of Research and Development Islamic Education and Religion in the year 2012 entitled the “Use of the laboratory facilities in Madrasah (the study of the well-funded science and linguistic laboratory Madrasah Aliyah)” indicates that the use of laboratory facilities has not yet been maximized by the Madrasah and support for implementation has experienced many difficulties. Dalam upaya meningkatkan mutu pendidikan di Madrasah, pemerintah (Kementerian Agama melalui Dirjen Pendis) mengeluarkan program bantuan sarana laboratorium IPA yang dimulai tahun 1995 dengan memberikan bantuan pada beberapa MTsN. Pada tahun 1998, bantuan diberikan kepada 35 MAN dan pada tahun 2005 bantuan diberikan kepada beberapa MA Unggulan. Pada tahun 2010 bantuan diberikan kepada 400 MA swasta di 19 propinsi. Pada tahun yang sama, juga diberikan bantuan sarana laboratorium bahasa pada 100 MA swasta di 11 propinsi. Besarnya bantuan yang diberikan selama ini ternyata belum dapat dimanfaatkan madrasah secara maksimal untuk meningkatkan mutu pendidikan karena terkendala oleh banyak hal antara lain terbatasnya SDM (pendidik dan tenaga laboran), sebagian MA belum memiliki gedung laboratorium (IPA dan bahasa); tidak memiliki jurusan IPA dan bahasa. Di samping itu, dalam pelaksanaannya pemberian bantuan ini juga masih menuai banyak masalah.Hasil penelitian Puslitbang Pendidikan Agama dan Keagamaan tahun 2012 berjudul Pemanfaatan Sarana Laboratorium Pada Pendidikan di Madrasah (Studi Pada Madrasah Aliyah Penerima Bantuan Laboratorium IPA dan Bahasa)”menunjukkan bahwapemanfaatan sarana laboratorium oleh madrasah belum maksimal dan pemberian bantuan tersebut dalam pelaksanaannya banyak menuai masalah.
Pemenuhan Standar Nasional Indonesia pada MTsN Hidayati, Umul
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan EDUKASI | VOLUME 9, NOMOR 2, AGUSTUS 2011
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

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Abstract

Abstract This research outcome explains that a fulfillment of National Education Standard at MTsN including less category with fulfillment level in attaining 58%. In the process standard, the Islamic school fulfills an SNP at 56%; at Content Standard component, the islamic school fulfills an SNP at 60%; at Assessment Standard, the islamic school fulfills an SNP at 54% and at Graduation Competency Standard, the islamic school fulfills an SNP at 54%.AbstrakHasil penelitian ini menjelaskan bahwa pemenuhan Standar Nasional Pendidikan di MTsN termasuk kategori kurang dengan tingkat keterpenuhan mencapai 58%. Pada Standar Proses, madrasah memenuhi SNP sebesar 56%; pada komponen Standar Isi, madrasah memenuhi SNP sebesar 60%; pada komponen Standar Penilaian, madrasah memenui SNP sebesar 54% dan pada Standar Kompetensi Lulusan, madrasah memenuhi SNP sebesar 54%.
PENDIDIKAN HOLISTIK INTEGRATIF DI RAUDLATUL ATHFAL (RA) Hidayati, Umul
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan EDUKASI | Volume 15, Nomor 2, Agustus 2017
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (393.852 KB)

Abstract

AbstractThe number of ECD in Indonesia has grown rapidly, but very few are able to provide holistic and integrative services. Meanwhile, in order to keep an eye on the growth of children, it is necessary to provide holistic (comprehensive) ECDs covering all essential needs of children in an integrated way by providing more than one form of services (TPA / DC, KB / PG, TK / KG) while involving many parties in providing the services. This paper aims at fnding out the implementation of PAUD HI Program at RA YPIRA Bandung, to observe its implementation, its output, its supporting factor and its obstacles. This research was conducted by using qualitative method with phenomenology and socio-historical approach. The result shows that the implementation of PAUD HI at RA YPIRA is conducted through learning program, education service, health service and balanced nutrition, care and protection which run well and quite successfully, shown by the indicators of increasing development of children according to the age classification, including children with special needs (ABK); implementation of education groups RA, KB, TPA and ABK; implementation of health checks and fulfillment of balanced nutrition, implementation of child care programs through the implementation of TPA; and implementation of parenting activities on child protection and growth.AbstrakJumlah PAUD di Indonesia sangat banyak, namun masih sangat sedikit yang mampu memberikan layanan yang holisik dan terintegratif. Padahal untuk menjaga tumbuh kembang anak, diperlukan penyelenggaraan PAUD yang holistic (menyeluruh) mencakup seluruh kebutuhan esensial anak dan terintegratif (terpadu) dengan memberikan layanan pendidikan lebih dari satu bentuk layanan (TPA/DC, KB/PG, TK/KG), serta melibatkan banyak pihak terkait dalam memberikan layanan. Tulisan ini bertujuan untuk mengetahui penyelenggaraan Program PAUD HI di RA YPIRA Kota Bandung, dilihatmpelaksanaannya, outputnya, faktor pendukung dan penghambatnya. Penelitian ini dilakukan menggunakan metode kualitatif, dengan pendekatan fenomenologi dan sosio historis. Hasil penelitian menunjukkan bahwa penyelenggaraan PAUD HI di RA YPIRA yang dilakukan melalui program pembelajaran, layanan pendidikan, layanan kesehatan dan gizi seimbang, pengasuhan dan perlindungan, berjalan dengan baik dan cukup berhasil, dengan indikator meningkatnya perkembangan anak sesuai dengan tahapan usianya, termasuk anak berkebutuhan khusus (ABK); terselenggarakannya pendidikan kelompok RA, KB, TPA dan ABK; terlaksananya pemeriksaan kesehatan dan pemenuhan gizi seimbang, terlaksananya program pengasuhan anak melalui penyelenggaraan TPA; dan terlaksananya kegiatan parenting tentang perlindungan dan tumbuh kembang anak.
PENYELENGGARAAN MADRASAH DI DAERAH MINORITAS MUSLIM Hidayati, Umul
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan EDUKASI | VOLUME 13, NOMOR 2, AGUSTUS 2015
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

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Abstract

AbstractThe study aims to know the existence of operation of madrasah in regions with few moslems in Manokwari Regency, West Papua Province. Using qualitative method, the study result shows that the operation of madrasah in the study location is initiated by migrant people from outside Papua. All madrasahs there are operated in Transmigration settlements and in Hidayatullah pesantren. If we see eight components of education, the madrasahs generally have not met the SNP. From the government policy, the madrasahs have not gained equal treatment from the regional government and the regional parliament due to political, socio cultural, religious and ethnicity factors while the policy of the ministry of religion still refers to the government’s policy through the Central Government’s Performance Plans not realized in accordance with the region’s need. The relationship between the madrasahs and the migrant people is good as the people need comprehensive Islamic educational service and formal education is yet available in their settlements. However, the relationship with indigenous people is hampered by regulations imposed on migrants that sometimes bring loss. AbstrakPenelitian ini bertujuan untuk mengetahui eksistensi penyelenggaraan madrasah di daerah minoritas muslim di Kabupaten Manokwari, Propinsi Papua Barat. Dengan menggunakan metode kualitatif, hasil penelitian menunjukkan bahwa penyelenggaraan madrasah di lokasi penelitian dilatarbelakangi kedatangan masyarakat migran dari luar Papua. Seluruh madrasah di sana berdiri di lokasi Pemukiman Transmigrasi dan di lingkungan pondok pesantren Hidayatullah. Dilihat dari kondisi delapan komponen pendidikan, umumnya madrasah tersebut belum memenuhi SNP. Dilihat dari kebijakan pemerintah, madrasah belum memperoleh kebijakan yang berkeadilan dari Pemda maupun DPRD, yang disebabkan oleh faktor politik, sosial budaya, agama dan etnis. Sedangkan kebijakan Kemenag sendiri masih mengacu pada kebijakan pusat melalui Rencana Kinerja Pusat (RKP) yang terkadang realisasinya tidak sesuai dengan kebutuhan daerah. Hubungaan madrasah dengan masyarakat migran cukup baik, karena pendirian madrasah memang dikehendaki oleh masyarakat tersebut, karena masyarakat sangat membutuhkan layanan pendidikan agama Islam yang utuh dan layanan pendidikan formal yang memang belum tersedia di sekitar pemukiman mereka. Namun hubungan dengan masyarakat penduduk asli, terkendala dengan aturan-aturan yang berlaku yang juga diterapkan pada penduduk pendatang yang terkadang merugikan.