scholarly journals STRATEGI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM BAGI ANAK TUNAGRAHITA

2021 ◽  
Vol 9 (2) ◽  
pp. 219
Author(s):  
Fauzul Andim ◽  
A.Saiful Aziz
Keyword(s):  
Social Workers ◽  
Learning Strategies ◽  
Religious Education ◽  
Quality Education ◽  
National Education ◽  
National Education System ◽  
Mentally Retarded Children ◽  
The Right ◽  
Article 5 ◽  
Formal School

AbstractEducation is the right of all citizens regardless of origin, caste or physical condition of a person, including children with disabilities. As mandated in the Constitution Number 20 of 2003 concerning the National Education System in article 5 paragraphs 1 and 2 it is stated that "Every citizen has the same right to obtain quality education and "Every citizen who has physical, mental, intellectual and or social workers have the right to special education” (UU Sisdiknas 2003). Therefore, Islamic religious education must also be given to children with special needs, one of which is mentally retarded children, of course in the learning process using different learning strategies from the learning strategies applied to formal school students.Keywords: Mental retardation, Learning StrategyAbstrakPendidikan sebagai hak seluruh warga negara tanpa membedakan asal-usul, kasta maupun keadaan fisik seseorang, termasuk anak-anak yang memiliki kecacatan. Sebagaimana di amanatkan dalam UUD Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional pada pasal 5 ayat 1 dan 2 dinyatakan bahwa “Setiap warga negara mempunyai hak yang sama untuk memperoleh pendidikan yang bermutu dan “Setiap warga Negara yang memiliki kelainan fisik, mental, intelektual dan atau sosial berhak memperoleh pendidikan khusus” (UU Sisdiknas 2003). Oleh sebab itulah pendidikan agama Islam juga harus diberikan kepada anak berkebutuhan khusus salah satunya adalah anak Tunagrahita, tentunya dalam proses pembelajarannya menggunakan strategi pembelajaran yang berbeda dengan strategi pembelajaran yang diterapkan pada siswa sekolah formal.Kata kunci: Tunagrahita, Strategi Pembelajaran

scholarly journals THE CONCEPT OF TAUHID EDUCATION VALUE (AQIDAH) IN NATIONAL EDUCATION SYSTEM PERSPECTIVE

2019 ◽  
Vol 11 (2) ◽  
pp. 141
Author(s):  
Nurhadi Nurhadi ◽  
Zainul Bahri Lubis
Keyword(s):  
Religious Education ◽  
Education System ◽  
System Perspective ◽  
Level Of Education ◽  
National Education ◽  
Unitary State ◽  
Library Research ◽  
National Education System ◽  
The Republic ◽  
The Right

This study aims to determine the values of Tauhid Education in the National Education System and the relevance of the National Education System Law No. 20 of 2003 in strengthening the values of Tauhid Education. This research method uses a type of library research or literature study (library research). Using two data sources, namely: 1). The primary data is law No. 20 of 2003 concerning the National Education System. 2). Secondary data is literature related to this research. The results of the study were obtained: 1) the values of Tauhid education contained in Chapter II Article 3 read: "National Education aims to develop the potential of students to become human beings who believe and fear God the Almighty". Chapter V Article 12 paragraph 1 point A reads: "Every student in each education unit has the right: get religious education in accordance with the religion he adheres to and is taught by educators who are of the same religion". Chapter X Article 36 paragraph 3 point A reads: "The curriculum is prepared in accordance with the level of education within the framework of the Unitary State of the Republic of Indonesia by taking into account: Increased faith and piety". 2) Relevance of the Law on National Education System No. 20 of 2003 in strengthening the values of Tauhid education that the main purpose is: "Faithful and devoted to the Almighty God". Then the right of the first student is to get religious education in accordance with a religion that is followed and taught by religious educators. And the curriculum is arranged in accordance with the level of education within the framework of the Unitary State of the Republic of Indonesia with the first increase, namely faith and piety.

scholarly journals RE-INTERPRETASI DAN RE-ORIENTASI PENDIDIKAN INKLUSIF

2018 ◽  
Vol 10 (2) ◽  
pp. 128
Author(s):  
Nenden Ineu Herawati
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Education System ◽  
Children With Special Needs ◽  
National Education ◽  
National Education System ◽  
The Right ◽  
Article 5 ◽  
To Receive

Abstract: The understanding of inclusive education is still inaccurate, so the interpretation and orientation towards that implementation are not appropriate as it should be. Nowadays, be found in the field that term of inclusive education is only limited to children with special needs learned together with general children in regular schools. Whereas, the term of inclusive education refer to provide the possible opportunity or access widely for all children in order to obtain the quality of education and in accordance with the needs without discrimination. Therefore, schools that enroll in inclusive education are required to adjust in terms of curriculum, facilities, the infrastructure of education, and learning systems as well that adjusted with the needs of children with special needs. In the other hand, children with special needs are those with temporary or permanent special needs that require more intense educational services. If children are required to receive an education service that is appropriate to their needs and existence through an inclusive education program, it will provide the possible opportunity widely for all children with special needs to get a proper education according to their needs. Moreover, it can create an education system that respects to diversity, non-discrimination and friendly in learning. Thus, it can implement the mandate of the Constitution of 1945, article 31, paragraph 1, Law of 2003 No. 20 regarding National Education System on article 5, paragraph 1, and Law of 2002 No 23 regarding The Right and Protection of Children in article 51. Abstrak: Pemahaman terhadap pendidikan Inklusif masih belum tepat, sehingga in terpretasi dan o-rientasi pelaksanaannya pun belum sesuai  sebagaimana seharusnya yang sekarang dijumpai di lapangan bahwa yang dinamakan pendidikan inklusif adalah hanya sebatas anak kebutuhan khusus belajar bersama-sama dengan anak-anak normal di sekolah reguler.Padahal yang dinamakan pendidikan inklusif adalah memberikan kesempatan atau akses yang seluas-luasnya kepada semua anak untuk memperoleh pendidikan yang bermutu dan sesuai dengan kebutuhan tanpa diskriminasi, oleh karena itu sekolah yang menyeleggarakan pendidikan inklusif dituntut harus menyesuaikan baik dari segi kurikulum, sarana dan prasarana pendidikan maupun sistem pembelajaran yang sesuai dengan kebutuhan individu peserta didik yang berkebutuhan khusus. Sedangkan yang dimaksud dengan anak berkebutuhan khusus adalah mereka yang memiliki kebutuhan khusus sementara atau permanen yang membutuhkan pelayanan pendidikan yang lebih intens. Jika anak berkebutuhan mendapat layanan pendidikan yang sesuai dengan kebutuhan dan keberadaannya melalui program pemdidikan inklusif, maka akan memberikan kesempatan seluas-luasnya kepada semua anak berkebutuhan khusus mendapatkan pendidikan yang layak sesuai dengan kebutuhannya. Serta dapat menciptakan sistem pendidikan yang menghargai keanekaragaman, tidak diskriminasi serta ramah terhadap pembelajaran sehingga dapat mengamalkan amanat Undang-Undang-Undang 1945 pasal 31 ayat 1 juga undang-undang  No 20 tahun 2003 tentang system pendidikan Nasional pasal 5 ayat 1 dan Undang-Undang no 23 tahun 2002 tentang hak dan perlindungan anak pasal 51.

scholarly journals Concept of Educational Values for Tauhid Nation Education System Perspective

2019 ◽  
Vol 2 (1) ◽  
pp. 1-16
Author(s):  
Nur Hadi
Keyword(s):  
Religious Education ◽  
Education System ◽  
Primary Source ◽  
Literature Study ◽  
System Perspective ◽  
National Education ◽  
Religious Educators ◽  
National Education System ◽  
The Republic ◽  
The Right

This study aims to 1) know the values ​​of Tawhid Education in the National Education System. 2) knowing the relevance of the National Education System Law No. 20 of 2003 in strengthening the values ​​of Tawhid Education. This type of research is a literature study literature (library research). The primary source of this research uses Law No. 20 of 2003 concerning the National Education System. The research results obtained 1) Tawhid education values ​​contained in Chapter II Article 3, Chapter V Article 12 paragraph 1 point A, Chapter X Article 36 paragraph 3 point A, and 2) Relevance of the National Education System Law No 20 of 2003 to strengthening the values ​​of Tawheed education that the main purpose is: "Faithful and devoted to the Almighty God". Then the right of the first student is to get religious education in accordance with a religion that is followed and taught by religious educators. And the curriculum is arranged in accordance with the level of education within the framework of the Unitary State of the Republic of Indonesia with the first increase, namely faith and piety.

scholarly journals Perbandingan Pengelolaan Pendidikan Agama Pada Sekolah di Indonesia dan Sekolah Republik Indonesia Tokyo

2015 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Nurudin Nurudin
Keyword(s):  
Religious Education ◽  
Government Regulation ◽  
National Standards ◽  
Sufficient Data ◽  
National Education ◽  
School Based ◽  
National Education System ◽  
The Republic ◽  
The Right ◽  
To Receive

AbstractReligious education is a mandate of national legislation that should be implemented in every school based on the Legislation of National Education System, and as the right ofevery studentto receive religious education in accordance with their own religion. Thisresearch is aimed to get sufficient data and information on the management of religiouseducation in school of the Republic of Indonesia in Tokyo Japan. Specifically this study isexpected to be a policy matter, Firstly, students’ right fulfillment aspect to receive religiouseducation as stated in Legislation Number 20/2003 About the National Education SystemArticle 12 Verse (1) point a. Government Regulation Number 55/2007 aboutreligiouseducation and Religious affair education, and also the Minister of Religious AffairsRegulation Number 16/2010 on the Management of Religious Education in Schools;Secondly, the management of religious teachers and religious education learning in orderto meet the Education National Standards as the authority of the Ministry of ReligiousAffairs that must be implemented optimally in every  educational unit.

BIMBINGAN PRAKTIK SALAT UNTUK SISWA BERKEBUTUHAN KHUSUS DI SMP

2018 ◽  
Vol 19 (1) ◽  
pp. 33-59
Author(s):  
Sulfiyah Sulfiyah
Keyword(s):  
Special Needs ◽  
Religious Education ◽  
Junior High ◽  
Field Research ◽  
Boarding School ◽  
Students With Special Needs ◽  
Important Thing ◽  
National Education ◽  
National Education System ◽  
Qualitative Descriptive

Abstract: One of national education aim is to developing student’s potentials in order to become a faithful man. It is based on Republic of Indonesia’s Law Number 20 of 2003 on National Education System, Chapter II Article 3. Islamic Religious Education is one of education that done to create a faithful man. Prayer is one of Islamic Religious Education’s matter should be learned by all Moslem’s students, include students with special needs. Research of prayer practice guidance is an important thing to be done. The important thing should be researched is about prayer practice that taught in the inclusion school. Inclusion school have regular (common) students and special needs students. How the teacher can teach prayer practice for students with special needs in the inclusion school. Once of inclusion school is Junior High Boarding School Putra Harapan. The goal of this research is to explore and to describe about how teacher guides prayer practice for students with special needs in Junior High Boarding School Putra Harapan Purwokerto Banyumas. This research belongs to field research on qualitative descriptive form. The methods of collecting data used by the author are interview, observation and documentation. Meanwhile to analyze of data, it’s done by collecting data, reducing, presenting and verifying data to be valid and reliable report. The findings of this research show that guidance of prayer practice for students with special needs in Junior High Boarding School Putra Harapan done through some ways namely dividing students into two class that regular and inclusion class, establishing guidance of prayer practice program, using musyafahah and demonstration methods. Key words: guidance, prayer practice, students with special needs.

PROSPEK PENGEMBANGAN PONDOK PESANTREN KECAMATAN MALANGKE KABUPATEN LUWU

2018 ◽  
Vol 12 (2) ◽  
pp. 88
Author(s):  
Yunus Yunus
Keyword(s):  
Public Schools ◽  
Religious Education ◽  
Government Regulation ◽  
Boarding School ◽  
Boarding Schools ◽  
Educational Institutions ◽  
National Education ◽  
Funding Sources ◽  
National Education System ◽  
Teachers And Students

AbstrakPola Strategi pengembangan Pondok Pesantren di Malangke, strategi pengembangan pesantren adalah cara atau srategi yang digunakan oleh wadah atau tempat guna proses suatu perubahan berencana yang memerlukan dukungan semua pihak, anatara lain Kepala, staff, guru, dan siswa dengan perubahan-perubahan itu diharapkan dapat mengembangkan dan meningkatkan lembaga pendidikan, yang memerlukan usaha jangka pendek, menengah, dan panjang guna menghadapi perubahan yang akan terjadi pada masa mendatang. Peluang dan tangan pengembangan Pesantren di Luwu Utara,  terdapat Undang-undang Nomor 20 tahun 2003 tentang Sistem Pendidikan Nasional, yang beberapa pasalnya menekankan penyelenggaraan pendidikan keagamaan, seperti, pasal 30 ayat (1) dan Peraturan Pemerintah (PP) Nomor 55 Tahun 2007 tentang Pendidikan Agama dan Pendidikan Keagamaan pada pasal 1 ayat (2) tentang Pendidikan Agama dan Pendidikan Keagamaan yang didalamnya secara tegas dikemukakan bahwa pondok pesantren menyelenggarakan pendidikan diniyah pada tingkat dasar dan menengah, tergolong dalam sub sistem pendidikan Nasional di Indonesia yang bertujuan untuk mencerdaskan bangsa, menjadikan manusia yang beriman dan bertaqwa kepada Tuhan yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri dan menajdi warga negara yang demokratis serta bertanggung jawab. Sedangkan tantangan ada beberapa hambatan 1)Sistem kurikulum yang lebih modern, sehingga pesantren ketinggalan jauh dari sekolah umum, 2) Kurangnya anggaran dan sumber pendanaan disebabkan oleh kurang siswa. 3) adanya sebagian orang tua tidak tertarik menyekolahkan anak di sekolah Pesantren.Kata kunci:      Pengembangan, Pondok Pesantren As’addiyah.  AbstractThe pattern of the development of Islamic boarding schools in Malangke, the strategy of developing pesantren is the method or strategy used by the place or place for the process of planning changes that require the support of all parties, among others, the Head, staff, teachers and students are expected to develop and improving educational institutions, which require short, medium and long-term efforts to deal with changes that will occur in the future. Opportunities and hands for the development of Islamic boarding schools in North Luwu, there is Law Number 20 of 2003 concerning the National Education System, some of which emphasize the implementation of religious education, such as article 30 paragraph (1) and Government Regulation (PP) Number 55 of 2007 concerning Education Religion and Religious Education in Article 1 paragraph (2) concerning Religious Education and Religious Education in which it is expressly stated that Islamic boarding schools conduct early childhood education at the elementary and secondary levels, belonging to the national education sub-system in Indonesia which aims to educate the nation, make humans who have faith and devotion to the Almighty God, are noble, healthy, knowledgeable, capable, creative, independent and become a democratic and responsible citizen. While the challenges are several obstacles 1) A more modern curriculum system, so that pesantren lag far behind public schools, 2) The lack of budgets and funding sources is caused by lack of students. 3) there are some parents who are not interested in sending their children to school in Islamic boarding schools.Keywords:        Development, As'addiyah Islamic Boarding School.

scholarly journals State and Religion in Aceh: The Competences of Religious Education Teachers (Referring to ACT 14, 2005)

Al-Albab ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 83
Author(s):  
Mujiburrahman Mujiburrahman
Keyword(s):  
Religious Education ◽  
Education System ◽  
Government Regulation ◽  
Islamic Education ◽  
Socialization Process ◽  
National Education ◽  
National Education System ◽  
The Government ◽  
State Relations ◽  
To Receive

Studies on religious education teacher’s competences in Aceh could not be separated from studies on state’s intervention toward education. State hegemony occurs in the form of regulation formalization which regulates efforts for improving qualification and competence of teachers. The research showed that the presence of Act No. 14, 2005 and the Government Regulation No. 74, 2008 had been used as legal reference to encourage the improvement of Aceh religious education teachers’ qualification and competence. This is a qualitative study in which triangulation in data collection was used. The data was then collected through documentations, observations, and deep interviews. This work emphasizes that improving teachers’ competences in Islamic education system in Aceh was in accordance to and did not contradict with national education system and moreover strengthen the content of Act No. 14, 1005 and Government Regulation No. 74, 2008. Qualification and competence of religious education teachers in Aceh underwent improvement better than previous term. However, teachers experienced that socialization process and implementation of regulation has yet to receive upmost attention. The study also suggests that religious education teachers’ qualifications and competences will significantly contribute to the development of religious education quality, thus Islamic education transforms intently in national and state relations order.

scholarly journals Pragmatisasi Pendidikan dalam Dunia Kerja

Nadwa ◽  
2014 ◽  
Vol 8 (1) ◽  
pp. 155
Author(s):  
Nurul Malikah
Keyword(s):  
Vocational Education ◽  
Goal Achievement ◽  
Vocational School ◽  
National Education ◽  
Left Behind ◽  
National Education System ◽  
Strategic Role ◽  
Education Model ◽  
The Right

<p>Vocational education as a part of the National Education system plays a strategic role for the realization of the skilled national labor. Because each vocational graduates is created to become good human resources, in the sense that when they<br />have completed vocational school they able to apply the knowledge. But in fact, the graduates of vocational school is recognized only by itself school and still lack confidence in the business and industrial world. The old model of vocational education has disadvantage, is education model that was conducted unilaterally so that students left behind by the progress of the business/industrial world. Creating creativity and independence of the student is the right answer to avoid<br />dependency and to reduce the unemployment rate. The Awareness of selfdevelopment by enhancing the students' confidence and self-reliance is an important part to prepare for the long-term goal achievement. <br /><br /><strong>Abstrak</strong></p><p><strong></strong><br />Pendidikan kejuruan sebagai salah satu bagian dari sistem Pendidikan Nasional, memainkan peran yang sangat strategis bagi terwujudnya angkatan tenaga kerja nasional yang terampil. Karena setiap lulusan SMK memang diciptakan untuk menjadi sumber daya manusia yang siap pakai, dalam arti ketika mereka telah menyelesaikan sekolahnya mereka dapat menerapkan ilmu yang telah mereka<br />dapat sewaktu di sekolah. Namun pada kenyataannya, tamatan SMK hanya diakui oleh sekolah sendiri dan masih minimnya kepercayaan dunia usaha dan dunia<br />industri. Pendidikan kejuruan model lama memiliki kelemahan yaitu, penyelenggaraan pendidikan secara sepihak sehingga anak didik tertinggal oleh kemajuan dunia usaha/dunia industri. Menciptakan kreativitas dan kemandirian siswa, merupakan jawaban tepat untuk menghindari ketergantungan dan dapat mengurangi tingkat pengangguran. Kesadaran mengembangkan diri dengan meningkatkan kepercayaan dan kemandirian siswa, merupakan bagian penting untuk mempersiapkan pencapaian tujuan jangka panjang.<br /><br /></p>

scholarly journals DISTRIBUSI GURU PENDIDIKAN AGAMA (ANALISIS KEBUTUHAN GURU PENDIDIKAN AGAMA DI SEKOLAH)

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Suprapto Suprapto
Keyword(s):  
High Schools ◽  
Religious Education ◽  
Education System ◽  
Junior High Schools ◽  
Educational Institutions ◽  
Religious Activities ◽  
National Education ◽  
National Education System ◽  
Unequal Number ◽  
Religion Teachers

Law Number 20/2003 regarding National Education System illustrates that every student in every educational unit is entitled to accept religious education according to the belief/faith they follow that will be given by those teachers with the same belief/ faith. Therefore, religious education is one compulsory component of so many curriculum components taught to the students in order to achieve the objective of national education. Hence, any of religious educational institutions, both state and private, are obliged to make available religion teachers as per the religion followed by the respective students. The results of 2006 research indicates that: a) distribution of religion teachers in SMPs was distributed relatively evenly in both state andptivate junior high schools (SMPs); b) coordination between schools/ foun­dations, and City/Regency Educational Affairs Offices and Religious Affairs Offices, in fulfilling the need of religious education in both state and private SMPs, was not maximal; c) of SMP schools, if there were less than 10 students of any religion existed in any classroom, they would participate in their religious activities outside the school; d) there were still lacks of religious educational teachers both in state and private SMPs; e) insufficient finances to pay honorarium of the teachers; and J) unequal number of appointed teachers compared to real requirement.

scholarly journals POLITIK KEBIJAKAN PENDIDIKAN AGAMA DAN KEAGAMAAN: REVITALISASI UPAYA PEMERINTAH TERHADAP PENDIDIKAN KEAGAMAAN

2019 ◽  
Vol 5 (1) ◽  
pp. 104-121
Author(s):  
Ahmad Syafii ◽  
Siti Qurrotul A’yuni
Keyword(s):  
Religious Education ◽  
Government Regulation ◽  
Good Governance ◽  
Education Policies ◽  
Regional Autonomy ◽  
National Education ◽  
The People ◽  
The Government ◽  
Decentralization Of Education ◽  
The Right

Indonesia is the biggest archipelago country in the world, the government has tried to prosper the people by issuing policies on regional autonomy. Regional autonomy in its development is widespread in all fields, one of them in education. Autonomy Education gained much support among the people, thus giving birth to Decentralization of Education, namely to give up government responsibility according to the needs and capabilities of each region. The effort has been regulated in Law Number 20 Year 2003 on National Education System supported by Government Regulation no. 55 of 2007. However, these efforts have not been fully realized, so that sometimes cause gap and prolonged criticism. Therefore we as a policy-bearer must prioritize the principle good governance in Decentralization of Education. The religious and religious education policies contained in Government Regulation No. 55 of 2007 are intended to help realize the goals of education in Indonesia, giving the right of autonomy in the form of decentralization of education to each school in each region to manage the institution. If the school is religious based, it is given the freedom to manage according to the teachings of the religion. But to realize this policy requires strong observers and willing to act, the principle of autonomy, flexibility, participatory and initiative can be used as a basis in realizing these goals as a whole.

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