Mustaqim, Mujahidil
S2 Prodi Pengembangan Kurikulum Sekolah Pasca Sarjana Universitas Pendidikan Indonesia

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STREET CHILDREN, POOR TOUCH EDUCATION & PUTTING ATTENTION Mustaqim, Mujahidil
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 4 NO. 2 DECEMBER 2017
Publisher : Faculty of Education and Teacher Training, Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v4i2.7232

Abstract

Abstract The study wanted to explore how much physiological, psychological, family, school and community factors to the religiousity of street children in Padang City. This research was conducted in one of the schools that inaugurated the city of Padang as a special education school for urban children especially street children. This type of research is field research by using combination method (mixed method) with sequential explanatory design model type. This study yields the following conclusions: First, the results of quantitative research mention the physiological, psychological, family, school and community influence on the religiosity of learners respectively by 6.3%, 17.8%, 12.5%, 10.2% and 14.9%. This figure indicates that street children although already formalized education, but considered not have a significant impact on the religiosity of street children. The two qualitative research results describe that the low nominal influence is caused by the various problems of life faced by street children, among them the most dominant are the problems of family disharmony, such as the concern and the poor attention of the parent to the education of the child, the unhealthy family communication, parental divorce, misconduct of children, financial shortage and so on. This then causes poor street children from the values ​​of religiosity. The results of this study provide a clear picture that the street children are still not getting the proper education as children in the usual and massive attention that all circles.  Abstrak Penelitian ingin menelusuri seberapa besar faktor fisiologis, psikologis, keluarga, sekolah dan masyarakat terhadap religuisitas anak jalanan di Kota Padang.. Penelitian ini dilakukan di salah satu sekolah yang diresmikan Kota Padang sebagai sekolah pendidikan layanan khusus anak-anak urban perkotaan terutama anak jalanan. Jenis penelitian ini adalah penelitian lapangan dengan menggunakan metode kombinasi (mixed method) dengan jenis model sequential explanatory design. Penelitian ini menghasilkan sejumlah kesimpulan berikut: Pertama, hasil penelitian kuantitatif menyebutkan pengaruh fisiologis, psikologis, keluarga, sekolah dan masyarakat terhadap religiusitas peserta didik masing-masing sebesar 6.3%, 17.8%,  12.5%, 10.2% dan 14.9%. Angka ini menunjukkan bahwa anak jalanan meskipun sudah diformalitaskan pendidikannya, akan tetapi dinilai belum memberi dampak yang signifikan terhadap religiusitas anak jalanan. Kedua¸hasil penelitian kualitatif mendeskripsikan bahwa rendahnya nominal pengaruh disebabkan karena peliknya berbagai masalah kehidupan yang dihadapi anak jalanan, diantaranya yang paling dominan adalah masalah-masalah ketidakharmonisan keluarga, seperti kepedulian dan perhatian orangtua yang minim terhadap pendidikan anak, komunikasi keluarga yang tidak hangat, perselingkuhan, perceraian orangtua, salah pola asuh, kekurangan finansial dan sebagainya. Hal ini kemudian menyebabkan anak jalanan miskin dari nilai-nilai religiusitas. Hasil penelitian ini memberi gambaran nyata bahwa bahwa anak jalanan masih belum mendapatkan pendidikan yang layak sebagaimana anak-anak pada lazimnya dan perhatian yang massif yang semua kalangan.  How to Cite : Mustaqim, M. (2017).  Street Children, Poor Touch Education & Putting Attention. TARBIYA: Journal of Education in Muslim Society, 4(2), 200-215. doi:10.15408/tjems.v4i2.7232. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v4i2.7232
MENDULANG IMBAS SALAH KAPRAH, SALAH GARAP Mustaqim, Mujahidil; Sere, Sherly
PEDAGOGIA Vol 16, No 2 (2018)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/pdgia.v16i2.11873

Abstract

AbstrakArtikel ini mengulas bahwa sebenarnya aspek yang paling fundamental dan krusial dalampendidikan adalah mutu guru. Maka upaya peningkatan mutu guru harus menjadi prioritas utama di atas kepentingan yang lainnya. Persepsi yang lazim beredar bahwa kurikulum adalah segala-galanya namun guru sebagai penerjemah substansi kurikulum tidak mendapat gubris yang berarti. Alhasil, kurikulum yang didesain sedemikian rupa ditaksir tak mampu sepenuhnya menjalankan fungsinya. Salah kaprah yang kemudian berbuntut pada salah garap. Artikel ini didesripsikan menggunakan studi literatur dan dokumentasi. Ada tiga hal pokok yang dikaji yaitu Pertama, data yang menerangkan tentang ketercapaian program profesionalisme guru diantaranya kualifikasi akademik, sertifikasi guru, program profesionalisme guru dan uji kompetensi guru terbilang rendah yang kemudian berpotensi terhadap efektifitas implementasi kurikulum di lapangan. Kedua, beberapa persoalan yang timbul akibat kadar pencapaian profesionalisasi guru yang minim adalah penerapan tujuan, isi, metode dan evaluasi kurikulum tak berjalan sebagaimana yang diharapkan. Ketiga, alur pembenahan pendidikan hendaknya dimulai dari peningkatan mutu guru. Selain itu, pada saat perumusan kurikulum hendaknya pada waktu yang bersamaan juga dirumuskan kompetensi guru apa saja yang disyaratkan dalam desain kurikulum. Kemudian disusun pedoman bagi guru berupa langkah-langkah yang dapat dilalui guru dalam menerapkan kurikulum. Alhasil, peserta didik dapat mereguh esensi kurikulum yang telah dirancang tersebut. AbstractThis article reviews that in fact the most fundamental and crucial aspect of education is the quality of teachers. So efforts to improve teacher quality must be a top priority over the interests of others. The common perception circulating that the curriculum is everything but the teacher as the translator of the curriculum substance does not get a meaningful governor. As a result, a curriculum that is designed in such a way is estimated not to be able to fully carry out its functions. Misguided, which then leads to wrong work. This article is described using literature studies and documentation. There are three main things that are studied, namely, First, the data that explains the achievement of the teacher professionalism program that encompasses academic qualifications, teacher certification, teacher professionalism programs and teacher competency tests are fairly low which then has the potential for the effectiveness of curriculum implementation in the field. Secondly, some problems that arise due to the lack of teacher professionalism is the implementation of the objectives, content, methods and evaluation of the curriculum not as expected. Third, the flow of education improvement should start from improving teacher quality. In addition, in the formulation of the curriculum should be at the same time formulated what teacher competencies required in the curriculum design. Then, the guidelines are prepared for teachers in the form of steps that can be passed by the teacher in implementing the curriculum. As a result, not ignorant of efforts to improve the quality of teachers so that students can touch the essence of the curriculum that has been designed.
Tingkat Pemahaman Calon Guru Terhadap Revisi Kurikulum 2013 Mustaqim, Mujahidil
TA'DIB: JURNAL PENDIDIKAN ISLAM Vol 6, No 2 (2017): TA'DIB: JURNAL PENDIDIKAN ISLAM (NOVEMBER)
Publisher : Pusat Penerbitan Universitas (P2U) Unisba

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/tjpi.v6i2.4631

Abstract

Abstract. This article is based on the preliminary findings in the field that prospective teachers or students of practical field experience (PPL) are not comprehensively mastered therevised 2013 curriculum. This is reflected in the following matters: (a) Students of PPL initially and truly learn the essence of the revised curriculum during the PPL and not at the time of micro teaching lectures in the class. (b) Higher education does not provide a full 2013 curriculum concept so that students of PPL assessed having no adequate provisions to implement the revised curriculum. (c) The curriculum is quite often changed in a decade which complicate theteacher’s candicates to understand the essence of curriculum differences from time to time. (d) Students of PPL often confused due to the gaps in understanding the 2013 curriculum whichthey studied theoretically in college compared to the practical in the field (e) other confusion is there are several schools and a number of teachers who have not been entirely accepted the concept of curriculum offered. Thus, this article reveals the following three points: First, the level of understanding of teacher’s candidates to the revised curriculum of 2013 was 69.1%. Second, the level of understanding of teacher’s candidatesin the implementation of the revised curriculum of 2013 amounted to 57.5%. Third, the level of understanding of teacher’s candidatesto the evaluation of revised curriculum amounted to 13.6%. Fourth, the level of understanding of teacher’s candidates torevised curriculum as a whole includes an understanding of planning, implementation, and evaluation is 49.6%.Keywords: Revised Curriculum 2013, Practice Field Experience, Teacher‘s CandicatesAbstrak.Artikel ini didasari atas temuan sementara di lapangan bahwa calon guru atau mahasiswa praktek pengalaman lapangan (PPL) tidak menguasai secara komprehensif revisi kurikulum 2013. Ini tergambar dari hal-hal berikut: (a) Mahasiswa PPL betul-betul baru belajar esensi revisi kurikulum 2013 ketika sudah melakukan PPL bukan pada saat tatap muka perkuliahan terutama micro teaching. (b)Perguruan Tinggi tidak membekali konsep kurikulum 2013 secara penuh sehingga mahasiswa PPL dinilai tidak mempunyai bekal yang cukup untuk mengimplenetasikan revisi kurikulum 2013 di sekolah. (c) Kurikulum yang cukup sering berubah dalam satu dekade menyulitkan calon guru dalam memahami esensi perbedaan kurikulum dari waktu ke waktu. (d) Seringkali mahasiswa PPL mengalami kebingungan karena ada kesenjangan pemahaman kurikulum 2013 yang dipelajari secara teoritis di perguruan tinggi dengan praktis di lapangan (e) Kebingungan lainnya adalah ada beberapa sekolah dan sejumlah guru yang belum sepenuhnya well come dengan konsep kurikulum yang ditawarkan. Dengan demikian, artikel ini mengungkap tiga hal berikut:Pertama, tingkat pemahaman calon guru terhadap revisi kurikulum 2013 adalah sebesar 69,1 %. Kedua, tingkat pemahaman calon guru terhadap implementasi revisi kurikulum 2013 adalah sebesar 57.5 %. Ketiga, tingkat pemahaman calon guru terhadap evaluasi revisi kurikulum 2013 adalah sebesar 13.6 %. Keempat, tingkat pemahaman calon guru terhadap revisi kurikulum 2013 secara keseluruhan meliputi pemahaman perencanaan, implementasi dan evaluasi adalah sebesar 49,6 %.Kata Kunci: Revisi Kurikulum 2013, Praktek Pengalaman Lapangan, Profesionalitas Guru