JoIEM (Journal of Islamic Education Management)

Perkembangan Kurikulum Pendidikan Di Indonesia: Prinsip Dan Faktor Yang Mempengaruhi

Badrul Munir Marzuqi, Nur Ahid — Tue, 31 Oct 2023 00:00:00 +0000

Abstract

The curriculum is a key in the implementation of educational activities because it relates to determining the direction, content and process of education, which ultimately determines the types and qualifications of graduates of an educational institution. Curriculum development is a must as a form of positive-conceptual response considering the influence of scientific and technological developments, which are in line with the increasingly complex developments of the era. History records that there were eleven changes to the post-independence Indonesian curriculum, starting from the 1947 lesson plan curriculum, then the 1952 unraveled lesson plan curriculum, the 1964 education plan curriculum, the 1968 curriculum, the 1975 curriculum with the term unit of study, the 1984 curriculum with the CBSA concept, the 1994 curriculum, the 2004 KBK curriculum, the KTSP curriculum, the 2013 curriculum and most recently the independent curriculum. Curriculum development must be based on principles that include general principles in the form of principles of relevance, flexibility, effectiveness, efficiency, continuity, goal-oriented, lifelong education, synchronization, integrity, objectivity, and democracy. Specific principles include setting goals, content, learning experiences, and assessment. Factors that influence curriculum development include university factors, community factors and societal values or norms. In addition, there are philosophical, psychological, socio-cultural, political, state development and world development, as well as science and technology factors.

Abstrak

Kurikulum merupakan sebuah kunci dalam pelaksanaan kegiatan pendidikan karena berkaitan dengan penentuan arah, isi dan proses pendidikan yang pada akhirnya menentukan macam dan kualifikasi lulusan suatu lembaga pendidikan. Pengembangan kurikulum merupakan satu keharusan sebagai bentuk respon positif-konseptual mengingat pengaruh perkembangan ilmu pengetahuan dan teknologi yang sejalan dengan perkembangan zaman yang semakin kompleks. Sejarah mencatat ada sebelas kali perubahan kurikulum pasca kemerdekaan Indonesia, mulai dari kurikulum rencana pelajaran 1947, kemudian menjadi kurikulum rencana pelajaran terurai 1952, kurikulum rencana pendidikan 1964, kurikulum 1968, kurikulum 1975 dengan istilah satuan pelajaran nya, kurikulum 1984 dengan konsep CBSA, kurikulum 1994, kurikulum KBK tahun 2004, kurikulum KTSP, Kurikulum 2013 dan yang terbaru kurikulum merdeka. Pengembangan kurikulum harus berdasarkan pada prinsip-prinsip yang meliputi prinsip-prinsip umum berupa prinsip relevansi, fleksibilitas, efektivitas, efisiensi, kontinuitas, berorientasi pada tujuan, pendidikan seumur hidup, sinkronisasi, integritas, objektivitas, demokrasi. Prinsip khusus meliputi penyusunan tujuan, isi, pengalaman belajar, dan penilaian. Faktor-faktor yang mempengaruhi pengembangan kurikulum diantaranya faktor perguruan tinggi, faktor masyarakat dan faktor nilai atau norma masyarakat. Selain itu ada faktor filosofis, psikologis, sosial budaya, politik, pembangunan negara dan perkembangan dunia, serta ilmu pengetahuan dan teknologi.

Kebijakan Pembelajaran Jarak Jauh Berakibat Learning Loss Dan Penurunan Kualitas Pendidikan

Mukhammad Luqman Hakim — Tue, 31 Oct 2023 00:00:00 +0000

Abstrak

Kebijakan pendidikan di masa Pandemi yang lebih mengutamakan keselamatan masyarakat termasuk para peserta didik mengakibatkan masalah baru yaitu Learning Loss. Pembelajaran jarak jauh yang diberlakukan pada masa Pandemi Covid-19 menimbulkan masalah baru /yang cukup serius bagi kualitas pendidikan di Indonesia, pembelajaran dari rumah dalam waktu yang cukup lama membuat pengetahuan dan keterampilan akademis siswa menurun. Masalah ini sudah banyak diteliti oleh berbagai ahli di bidang pendidikan, melalui metode studi literatur kami mengumpulkan referensi untuk menyimpulkan kembali tentang Learning Loss. Kebijakan pembelajaran jarak jauh dilakukan sebagai respon pemerintah pusat untuk menangani penyebaran wabah Covid-19 di Indonesia, akibatnya kegiatan belajar mengajar tidak dapat berjalan dengan maksimal karena harus melaukan berbagai peruabahan dengan metode pembelajaran yang baru. Pendidik serta peserta didik memerlukan waktu untuk beradaptasi dan menemukan cara yang efektif untuk mengatasi perubahan ini.

Abstract

Education policies during the Pandemic that prioritized public safety, including students, resulted in a new problem: Learning Loss. Distance learning enforced during the Covid-19 Pandemic created a new/quite severe pain for the quality of education in Indonesia; learning from home for a long time caused students' knowledge and academic skills to decline. This problem has been widely researched by various experts in the field of education; through the literature study method, we collect references to conclude again about Learning Loss. The distance learning policy was carried out as a response from the central government to deal with the spread of the Covid-19 outbreak in Indonesia. As a result, teaching and learning activities could only run optimally if they had to make various changes to new learning methods. Educators and students need time to adapt and find effective ways to deal with these changes.

Optimalisasi Manajemen Sarana Prasarana dalam Meningkatkan Kualitas Pendidikan di SDN Banjaran 4 Kota Kediri

M. Ubaidillah Ridwanulloh, Iva Afifatur Rohmah, Nurul Qomariatus Sholikhah — Tue, 31 Oct 2023 00:00:00 +0000

Abstract:

The purpose of this study is to describe the process of managing educational facilities and infrastructure to improve the quality of education in elementary schools. Facilities and infrastructure play one of the most important roles in the education element. The existence of complete facilities and infrastructure will help improve the quality of learning. The method used in this research is the descriptive qualitative research method. Sources of data obtained through observation, interviews, and documentation. Interview informants included school principals, teachers of facilities and infrastructure, and subject teachers. The results of the study are that the school facilities and infrastructure are well managed. Management includes planning, procurement, use, inventory, write-off, and control. The management process is going well. As a result, stakeholders feel satisfied and even produce achievements.

Abstrak:

Tujuan penelitian ini mendeskripsikan proses manajemen sarana dan prasarana pendidikan dalam meningkatkan kualitas pendidikan di sekolah dasar. Sarana dan prasarana memainkan salah satu peran terpenting pada unsur pendidikan. Keberadaan sarana dan prasarana yang lengkap akan mampu membantu meningkatkan kualitas pembelajaran. Metode yang digunakan dalam penelitian ini metode penelitian kualitatif deskriptif. Sumber data didapatkan melalui metode observasi, wawancara dan dokumentasi. Informan wawancara diantaranya kepala sekolah, guru bagian sarana dan prasarana, dan guru mata pelajaran. Hasil penelitian ialah keadaan sarana dan prasarana sekolah dikelola dengan baik. Pengelolaan meliputi perencanaan, pengadaan, penggunaan, inventarisasi, penghapusan, dan pengawasan. Proses manajemen berjalan dengan baik. Hasilnya stakeholder merasa puas dan bahkan juga menghasilkan prestasi.

Formulasi Kebijakan Kiai Dalam Menguatkan Budaya Literasi di Pondok Pesantren Lirboyo Kediri

Bagus Ahmadi — Mon, 30 Oct 2023 00:00:00 +0000

Kiai policy is an important factor for pesantren to achieve success in strengthening the culture of reading and writing, but it has not been explored in depth about what policies can strengthen the culture of literacy, ideally a policy formulation should be found so that it can be used in general. This study aims to find kiai policies in strengthening the culture of literacy at the Lirboyo Kediri Islamic Boarding School. This research uses a qualitative approach. The type of research design used is field research using a case study design where the subjects studied are leadership and literacy culture at the Lirboyo Kediri Islamic Boarding School. Data collection used were participant observation, in-depth interviews, and documentation. Data analysis was conducted inductively which included data condensation, data presentation, and conclusion drawing. Data validity checks include credibility, dependability, and confirmability. The results of this study indicate that the kiai Policy Formulation in strengthening the culture of reading and writing at the Lirboyo Islamic Boarding School is (1) mahasantri must produce written works resulting from scientific activities and studies of the turast books compiled and analysed based on applicable scientific guidelines and ethics; (2) the discipline of learning in interpreting the contents of the yellow book; (3) Students are required to recite at least one book to the masyayikh and recite one mustahiq according to the book at their level; and (4) Students must record any material taught in class in addition to interpreting the book, write on the Hidayah Mading and Ma'had Aly level

Kepemimpinan Transformatif Dan Budaya Kerja

Nafi'atul Hasanah, Binti Maunah — Mon, 30 Oct 2023 00:00:00 +0000

Transformational leadership and work culture are two important elements in organizations that are interrelated and have a significant influence on organizational performance and success. The purpose of this research is to determine studies on transformative leadership and work culture. This research is a type of literature review research. The literature review shows that there is a positive relationship between transformational leadership and work culture. Transformational leaders can foster a positive work culture by encouraging innovation, collaboration and continuous learning. A positive work culture, in turn, can increase employee motivation and performance. This research provides information and explains that a transformative leadership and work culture that is able to understand and respect subordinates based on subordinates' needs and pay attention to the desire for achievement will have an impact on educational institutions, both schools and madrasa.