Institutional Repository UIN Sunan Kalijaga Yogyakarta: No conditions. Results ordered -Date Deposited. 2024-03-28T17:11:15ZEPrintshttp://digilib.uin-suka.ac.id/images/sitelogo.pnghttps://digilib.uin-suka.ac.id/2023-04-12T03:09:49Z2023-04-12T03:09:49Zhttp://digilib.uin-suka.ac.id/id/eprint/57920This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/579202023-04-12T03:09:49ZMencari Format Lembaga Pendidikan Islam Alternatif- Muqowim2023-04-10T04:49:32Z2023-04-10T04:49:32Zhttp://digilib.uin-suka.ac.id/id/eprint/57857This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/578572023-04-10T04:49:32ZMencari Format Lembaga Pendidikan Islam Alternatif- Muqowim2022-06-23T04:42:41Z2022-06-23T04:42:41Zhttp://digilib.uin-suka.ac.id/id/eprint/51244This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/512442022-06-23T04:42:41ZNILAI-NILAI PENDIDIKAN ISLAM DALAM PEMBELAJARAN TILAWATIL QUR’AN (Studi Kasus di Divisi Tilawah Unit Kegiatan Mahasiswa Jam’iyyah Al-Qurra’ wa Al-Huffaz Al-Mizan UIN Sunan Kalijaga Yogyakarta)Latar belakang penelitian ini adalah Divisi Tilawah UKM JQH al-Mizan merupakan sebuah kelembagaan atau organisasi yang memiliki fokus pada pembelajaran tilāwatil qur’an. Dalam kaitannya dengan membaca al-Qur’an, pembaca dianjurkan menggunakan nada dan suara yang bagus ketika membacanya, serta memperhatikan kaidah membaca sesuai dengan tajwīd, fāṣaḥah, dan makhārijul huruf. Namun, selama ini pembelajaran tilāwatil qur’ān hanya dianggap sebagai seni saja, tanpa adanya kesadaran terhadap nilai-nilai pendidikan Islam. Nilai pendidikan Islam seringkali dilupakan sehingga banyak peserta didik yang tidak dapat mencapai target yang diinginkan. Oleh karena itu dibutuhkan sebuah proses dan keteguhan hati dalam mengamalkan nilai-nilai pendidikan Islam yang terdapat dalam pembelajaran tilāwatil qur’ān tersebut.
Penelitian ini merupakan penelitian yang bersifat kualitatif, pengumpulan data dengan observasi, wawancara dan dokumentasi. Pengambilan subjek dalam penelitian ini menggunakan teknik studi kasus. Sedangkan untuk pemeriksaan keabsahan data dilkukan dengan triangulasi sumber dan triangulasi metode. Adapun analisis data dalam penelitian ini menggunakan analisis isi.
Hasil penelitian ini menunjukkan bahwa: (1) Pelaksanaan pembelajaran tilāwatil qur’ān di Divisi Tilawah UKM JQH al-Mizan ini dilakukan secara rutin dan berkelanjutan sebanyak tiga kali dalam satu minggu dan diikuti oleh anggota Divisi Tilawah dan kalangan umum non anggota. Pembelajaran dilakukan secara teoritik maupun praktik. (2) Nilai-nilai pendidikan Islam yang terdapat dan diaplikasikan pada pembelajaran tilāwatil qur’ān di Divisi Tilawah UKM JQH al-Mizan meliputi: nilai ‘Abdillāh (taqwa, ikhlaṣ, tawakal, sabar, dan istiqāmah) dan Khālīfah (silaturrahīm, persamaan atau adil, rendah hati, dan berbaik sangka). (3) Hasil atau implikasi dari pembelajaran tilawatil qur’an ini dilihat dapat melatih ketaqwaan, melatih sikap ikhlaṣ, melatih sikap tawakkal, melatih kesabaran, melatih istiqāmah, membiasakan silaturrahīm, melatih sikap persamaan atau adil, melatih sikap berbaik sangka, dan melatih siikap rendah hati. Secara keseluruhan, pembiasaan praktik tilāwatil qur’ān sangat diperlukan agar dapat melatih dan memperkuat nilai-nilai pendidikan Islam pada diri anggota Divisi Tilawah UKM JQH al-Mizan UIN Sunan Kalijaga Yogyakarta.NIM.: 15410041 Muhammad Ali Romdhoni2022-04-01T08:02:50Z2022-04-01T08:26:33Zhttp://digilib.uin-suka.ac.id/id/eprint/50252This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/502522022-04-01T08:02:50ZINSAN AKADEMIS BERKARAKTER TRILOGI SYARIKAT ISLAMThis paper is an historical and philosophical study formulating the desired academic human character to appear on the academic community of Cokroaminoto University Yogyakarta (UCY). The community should be within guide lines of the Syarikat Islam's trilogy which has three morals, i.e, faith, science and siyasah (strategy-charity). These characters are not only formed in the classroom, but also in the environment outside the classroom, under control of the community that has provide conditions supporting the formation of the desired three-morals. University has the main task as a provider for a conducive learning environment. This environment forms the habit of thinking independently ((habits of religious mind) as learners have made for themselves thinking as a self-obligation; of religious thinking, critical thinking, academic thinking, as well as strategic and creative thinking.Hanany Naseh Ahmad. Nurdjidin2020-08-10T00:28:10Z2020-08-10T00:28:10Zhttp://digilib.uin-suka.ac.id/id/eprint/40007This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/400072020-08-10T00:28:10ZPENGEMBANGAN JURNAL PAI SEBAGAI JURNAL TERAKREDITASI
DAN PEMANFAATANNYA SEBAGAI SUMBER BELAJAR
(Studi Jurnal PAI UIN Sunan Kalijaga Yogyakarta)Tulisan ini menyajikan penelitian tentang pengembangan jurnal Pendidikan Agama Islam (JPAI) sebagai jurnal online terakreditasi dan bagaimana pemanfaatan jurnal ini dalam pembelajaran. Penelitian ini adalah penelitian lapangan menggunakan metode kualitatif. Temuan penelitian ini adalah: a) JPAI merupakan jurnal nasional terakreditasi peringkat SINTA 4; b) Manajemen JPAI telah menggunakan Online Journal System (OJS) V.3.0; c) Pengelolaan jurnalsecara online mempunyai korelasi dengan pemanfaatannya sebagai sumber belajar bagi mahasiswa PAI. Hal ini didasarkan kepada: a) kecepatan transfer pengetahuan melalui media jurnal online; b) Diseminasi ilmu/pengetahuan dosen bisa dilakukan dengan media jurnal online; c) aksesibilitas jurnal online yang lebih baik dibandingkan dengan jurnal cetak yang disebabkan karenaefisiensi biaya dan waktu- NURDIN, Indra Fajar- KUSWANDARI, Yuli2020-07-27T13:45:19Z2020-07-27T13:45:19Zhttp://digilib.uin-suka.ac.id/id/eprint/39849This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/398492020-07-27T13:45:19ZScientific Attitudes in Islamic Education Learning:
Relationship and the Role of Self-Efficacy and Social SupportSikap Ilmiah dalam Pembelajaran Pendidikan Islam: Hubungan dan Peran Efikasi Diri dan Dukungan Sosial. Pentingnya sikap ilmiah siswa dalam pembelajaran pendidikan agama Islam bukan hanya tuntutan kurikulum tertulis tetapi juga sebagai bagian dari kompetensi yang harus dicapai secara keseluruhan sebagai modal untuk menjadi manusia yang sadar lingkungan, sains, dan masyarakat. Faktor psikologis turut menentukan sikap ilmiah termasuk efikasi diri dan dukungan sosial. Penelitian ini bertujuan untuk menguji: a) korelasi antara self-efficacy dan sikap ilmiah siswa dalam pembelajaran pendidikan agama Islam, b) korelasi antara dukungan sosial dan sikap ilmiah siswa dalam pembelajaran pendidikan agama Islam, dan c) korelasi antara self-efficacy dan dukungan sosial secara bersama-sama dengan sikap ilmiah siswa dalam pembelajaran pendidikan agama Islam. Subjek penelitian adalah siswa Sekolah Dasar yang terdiri dari kelas ke empat, ke lima, dan keenam, dengan total 152 siswa. Instrumen yang digunakan dalam pengumpulan data adalah skala sikap ilmiah, skala self-efficacy, dan skala dukungan sosial. Teknik analisis data menggunakan analisis regresi. Hasil penelitian menunjukkan bahwa ada korelasi positif yang signifikan antara efikasi diri dan sikap ilmiah siswa dalam pembelajaran pendidikan agama Islam dengan r = 0,367 dan p = 0,000 (p <0,05). Ada korelasi positif yang signifikan antara dukungan sosial dan sikap ilmiah dalam pembelajaran pendidikan agama Islam dengan r = 0,381 dan p = 0,000 (p <0,05). Ada korelasi positif dan signifikan antara efikasi diri dan dukungan sosial secara bersama-sama dengan sikap ilmiah dalam pembelajaran pendidikan agama Islam dengan F = 18,222 dan p = 0,000 (p <0,05).Eva LatipahHanif Cahyo Adi KistoroImaniyah Khairunnisa2020-02-03T01:20:44Z2020-02-03T07:36:24Zhttp://digilib.uin-suka.ac.id/id/eprint/37913This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/379132020-02-03T01:20:44ZPendidikan Agama dan Toleransi Beragama di Universitas LampungOne purpose of religion classes in high education is to equip students to have an attitude of tolerance and respect for religious differences, but in practice there is often an indication of the strengthening of the exclusive attitude and sef righteous. This research aims to provide a description of (1) how the implementation of religious lectures, (2) ho religious attitudes of students at University of Lampung (Unila) viewed from a range of exlusivism, tolerance, and pluralism, and (3) policies of Unila leaders in tacking religious life. This rsesearch use qualitative approach of case studies. Data obtained from the Unila religious professors, and students using interviews and observation techniques. The study found that first, the imlementation of religious education curriculum in Unila basically do not stray far from the existing provisions in the Decree of Higher Education Ministry Director General number: 43/DIKTI/Kep/2006. However, activities in the form of mentoring potentially rise the religious exclusivism spirit. Second, in general, students have views and religious attitudes tend to be tolerant and pluralist, only in a few things tey tend to have an exclusive attitude. Third, the Unila leaders give equal treatment to all religions in the Unila campus environment.Abdul Munip2019-07-29T02:21:16Z2019-08-21T02:34:37Zhttp://digilib.uin-suka.ac.id/id/eprint/35767This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/357672019-07-29T02:21:16ZPedoman Modeling Pengadilan AgamaBuku institusionalisasi sistem peradilan responsif
gender, perlindungan hak perempuan dan hak anak
merupakan bagian dari program Rights from Home:
Fostering Democracy in Indonesia yang dilaksanakan oleh Pusat
Studi Wanita dan Kalijaga Institute for Justice (KIJ) UIN Sunan
Kalijaga Yogyakarta bekerjasama dengan Badan Peradilan Agama
(BADILAG) Mahkamah Agung Republik Indonesia, DANIDA
Kedutaan Denmark dan The Asia Foundation. Program ini
didasarkan pada prinsip bahwa demokrasi di ranah publik tidak
dapat dipisahkan dari proses-proses penumbuhan nilai-nilai
demokratis di ranah domestik, utamanya keluarga. Penghargaan
perbedaan secara harmonis harus ditanamkan dalam keluarga
sehingga menyiapkan individu-individu sebagai figur-figur
demokratis di ruang publik.
Jika relasi semacam itu dapat- WITRIANIAlimatul QibtiyahEma MarhumahZusiana Elly TriantiniBayu Mitra A. KusumaMuh. Isnanto2019-03-15T01:27:03Z2019-03-15T01:27:03Zhttp://digilib.uin-suka.ac.id/id/eprint/33853This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/338532019-03-15T01:27:03ZNILAI-NILAI PENDIDIKAN ISLAM DALAM STRUKTUR
MAKNA LIRIK TEMBANG DOLANAN JAWAPenelitian ini bertujuan menemukan nilai-nilai pendidikan Islam dalam struktur
makna lirik tembang dolanan Jawa Sluku-sluku Bathok dan Semut Ireng.
Penelitian ini merupakan penelitian kepustakaan. Dalam mendapatkan sumber
data, peneliti menggunakan metode dokumentasi, yaitu mencari data mengenai variabelvariabel
yang ada baik berupa kata-kata, kalimat, dan pesan yang tersirat maupun tersurat
dalam dokumen tertulis maupun non tertulis dari sumber primer maupun sekunder.
Penelitian ini menggunakan pendekatan semantik, yaitu ilmu yang mengkaji tentang
hubungan antara tanda-tanda linguistik dengan hal-hal yang ditandainya. Atau dengan kata
lain, ilmu yang mempelajari makna tanda dalam bahasa. Pendekatan ini dipilih karena
peneliti ingin mengkaji tentang nilai-nilai pendidikan Islam yang tersirat dalam lirik tembang
dolanan Jawa Sluku-sluku Bathok dan Semut Ireng secara sistematis, komprehensif, dan
mendalam. Penelitian ini menggunakan teknik analisis semiotik analitik, yaitu lirik tembang
dolanan Jawa Sluku-sluku Bathok dan Semut ireng ditempatkan pada posisi sebagai sistem
tanda yang harus dianalisis maknanya. Selanjutnya, sama seperti penelitian kualitatif pada
umumnya, dalam analisis semiotik tidak ada struktur baku dalam tahap-tahap analisis data
maupun penulisan laporannya
Hasil penelitian menunjukkan bahwa nilai-nilai pendidikan Islam dalam tembang
dolanan Jawa Sluku-sluku bathok dan Semut Ireng, meliputi: nilai akhlak kepada sesama,
nilai tentang cinta keluarga, nilai tentang kematian, nilai tentang mencari nafkah/etos kerja,
nilai tentang pemerintahan, nilai tentang keadilan ekonomi, nilai tentang politik, nilai
tentang persatuan, nilai tentang jihad, nilai tentang penegakan hukum, dan nilai tentang
tata cara perang .NIM. 11410045 MOHAMAD FATKUROHMAN2017-10-27T07:33:44Z2017-10-27T07:33:44Zhttp://digilib.uin-suka.ac.id/id/eprint/27895This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/278952017-10-27T07:33:44ZIMPLEMENTASI KEBIJAKAN PROGRAM PEDULI DALAM MEWUJUDKAN INKLUSI SOSIAL IBU-IBU KORBAN PERISTIWA 1965 OLEH FOPPERHAM YOGYAKARTAPenelitian ini dilatarbelakangi karena adanya kelompok-kelompok miskin dan marginal di Indonesia yang masih banyak mengalami diskriminasi sosial dan politik di tengah-tengah kehidupan bermasyarakat. Salah satunya ialah kelompok korban peristiwa 1965 yang selama ini masih dianggap sebagai kelompok yang “berbeda” di tengah-tengah masyarakat pada umumnya, sehingga kelompok ini sering mendapat ketidak-adilan sosial maupun politik di negeri ini. Program Peduli atas inisiasi pemerintah, dibawah koordinasi Kementerian Pembangunan Manusia dan Kebudayaan, hadir untuk menjawab persoalan tersebut. FOPPERHAM sebagai lembaga lokal Yogyakarta diamanahi untuk turut serta dalam proses implementasi Program Peduli dalam memberdayakan dan mencarikan solusi atas persoalan-persoalan yang hadapi oleh kelompok ibu-ibu korban peristiwa 1965 di Daerah Istimewa Yogyakarta.
Untuk menjawab rumusan masalah yang ada, peneliti menggunakan teori Edward tentang model implentasi kebijakan dan teori Gibson dkk. tentang indikator keberhasilan kebijakan. Metode penelitian ini dengan pendekatan deskriptif kualitatif. Data dikumpulkan melalui beberapa metode diantaranya wawancara, observasi dan dokumentasi. Penetuan informan, penulis menggunakan teknik purposive, yaitu teknik pengambilan informan yang didasarkan atas pertimbangan-pertimbangan tertentu. Dalam penelitian ini ada 7 orang informan.
Hasil penelitian terhadap model implementasi Program Peduli oleh FOPPERHAM menujukkan bahwa: (1)FOPPERHAM menggunakan pola komunikasi birokrasi yang bersifat top down dengan melalui pendekatan kelompok dan individu, (2)FOPPERHAM melakukan perekrutan relawan secara berkala dan memberikan fasilitas kepada staff dan relawan demi maksimalnya kerja-kerja di lapangan, dan (3)Indonesia untuk Kemanusian merupakan lembaga sebagai sumber informasi utama dan pemberi kewenangan kepada FOPPERHAM dalam implementasi Program Peduli. Sementara keberhasilan implementasi Program Peduli menunjukkan bahwa: (1)Rencana program kegiatan FOPPERHAM diterima secara terbuka oleh ibu-ibu korban 1965, (2)Sebagian besar ibu-ibu korban peristiwa 1965 merasa puas dan terbantu dengan adanya Program Peduli, dan (3)Beberapa ibu-ibu korban peristiwa 1965 sudah mendapat akses dan bantuan layanan dari pihak pemerintah maupun swasta.NIM. 12230017 IMAM HANAFI2013-07-05T10:39:09Z2013-07-05T10:39:09Zhttp://digilib.uin-suka.ac.id/id/eprint/8634This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/86342013-07-05T10:39:09ZBEBERAPA KONSEP DASAR PROSES BELAJAR MENGAJAR DAN APLIKASINYA DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAMThe practising students of PPL-1 in Tarbiyah Faculty of IAIN Sunan Kalijaga and
some ofislamic educational teachers in elementery dan secondary have got some problems of
principial instructional concept and their aplication in the learning process. There f o r , there
is no easy guidance to learn it.
This article tries to offer the aplication of some principial concepts of instruction in
islamic education. Some concepts of principle instruction are the meaning of teaching and
learning, the foundation patterns of teaching, the good teacher, the roles of a teacher in
instructional process, the practical guidance to formulate objectives, the criteria of the
indicators of result of learning, three of behavioral objectives etc.- R. UMI BAROROH 2013-07-05T10:42:36Z2013-07-05T10:42:36Zhttp://digilib.uin-suka.ac.id/id/eprint/8636This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/86362013-07-05T10:42:36ZUPAYA GURU DALAM MENUMBUHKAN MOTIVASI BELAJAR SISWA DI SEKOLAHTo get the goal of teaching, the existence of motivation is very important. That is way,
teacher must have a special skill to create some motivations that we find in human being,
namely student. It is difficult to get the goal of education if student do not have any motivation
to study seriously. In teaching process, motivation function as orientation to get main objective
that we proposed. Beside, to create and increase the participation of student in teaching
process. Being active of student in teachingis an indicator that student has a good motivation.
This article tries to explore all sorts of steps that can be taken by teachers to create
motivation in teaching process. A teacher can develop the steps according to circumtance of
teaching.- KARWADI 2013-07-05T11:02:14Z2013-07-05T11:02:14Zhttp://digilib.uin-suka.ac.id/id/eprint/8639This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/86392013-07-05T11:02:14ZGURU SEBAGAI PEMIMPIN TRANSAKSIONAL DAN TRANSFORMASIONAL DI DALAM KELASThe avant-garde of formal education in schools is teachers because they have direct
relationships with students. The teachers are expected to participate more actively in every
effort to promote the quality of education. One of these is to optimalize their leadership role
when they teach in the class. The purpose of this article is to propose ideas how to be a
transactional and transformational teacher. Transactional leadership based on an exchange
relationship in which follower compliance (effort, productivity, loyalty) is exchanged for
expected rewards. Teachers' main focus as a transactional leader is to keep the stability of
the class situation so that learning occurs smoothly. The students' behavior conforms to
what have been decided. Transformational leaders have four prominent characteristics, i.e.
charisma, inspiration, intellectual stimulation, and individualized consideration.
Transformational teachers have an ability to motivate students to change positively more
than expected. They pay much attention to how to reach the change.- SRI PURNAMI 2013-07-05T11:06:20Z2017-10-13T07:23:53Zhttp://digilib.uin-suka.ac.id/id/eprint/8640This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/86402013-07-05T11:06:20ZSELAYANG PANDANG TENTANG ANTROPOLOGI PENDIDIKAN ISLAMThe implementation of Islamic education must consider social structure including
social culture. The Islamic education will fail if it is separate from it. So, the existence of
anthropology in Islamic education becomes important, because it studies so many problems
of culture that related to Islamic education.
This uniting to describe the relation between anthropology of Islamic education and
Islamic education. Because of briefly article, the writing is not more than an introduction to
put anthropology in Islamic education.- ABD. SHOMAD 2013-07-08T10:08:04Z2013-07-08T10:08:04Zhttp://digilib.uin-suka.ac.id/id/eprint/8659This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/86592013-07-08T10:08:04ZMENGGAGAS PENDIDIKAN ISLAM TRANSFORMATIF UPAYA MEWUJUDKAN KESADARAN PROFETIK DALAM PENDIDIKANThis article tries to offer a paradigm shift of Islamic education from the conventional
pattern to the transformative one. At least it is based on three considerations. Firstly, the
existing practice of Islamic education had so misled from its main mission that the learning
process tends to be monotone, indoctrinative, teacher-centered, mechanical, verbalic, and
cognitive. Secondly, the learning process either in the schooling or in the family, more and
kss, has role informing the students'personality to behave exclusively and radically. Thirdly,
Islamic education does not realize the characteristics of Islamic spirituality yet, such as
liberative, emancipative, as well as transcendental. Based on the arguments, the transformative
Islamic education is oriented to back the raison d'etre of education, as a process to transform
students and society from the bad style to the better one through all components of education,
like curriculum, learning strategy, teacher, evaluation, learning sources, and milieu. It is
hoped that through this process every student has prophetic consciousness, so that he is able
to give alternative solution to the problems in society.- MUQOWIM 2013-07-08T10:10:28Z2013-07-08T10:10:28Zhttp://digilib.uin-suka.ac.id/id/eprint/8661This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/86612013-07-08T10:10:28ZORIENTASI NILAI PENDIDIKAN AGAMA ISLAM DI SEKOLAHIslamic education in school faces many issues, among of them are the religious value
orientation and aplication approach. The religious value orientation is based on Islamic
subject matters that can not be separated from the aim ofislamic education. Its aim is being
"Insan Kamil", that reflects on the integrating of the individual and social value. Therefore,
the religious value orientation in school must be revolved between two sides, "Abdullah
dimention" (individual piety) and "khalifah dimention" (social piety).
To implant the value ofislamic education into children, it can deal with these aproaches;
traditional strategy, liberal, giving a good model (Vswah), and value clarification. To apply
these strategies deeply, it should be adapted with the child development. Connected with the
strategies, Islamic teachers should consider appropriately the urgency in using the value
clarification. With these stategizs, children will be able to choose, dialogue with, consider on,
and determine what kind of value will be hold. With this value, the children will have a
strong commitment to face every change of life particularly in social change.- ICHSAN 2013-07-08T10:17:36Z2013-07-08T10:17:36Zhttp://digilib.uin-suka.ac.id/id/eprint/8664This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/86642013-07-08T10:17:36ZARAH PENGEMBANGAN PENDIDIKAN AGAMA ISLAM PADA ERA PLURALISME AGAMAIndonesia is a plural country which permits some religion to live side by side. It is
improbable for people to oppose the pluralism. To face this fact, open religious attitude,
tolerance and comprehending one another are relevant to be developed in Indonesia. How
someone harmonises these should be performed first in such a way that pluralism does not
lead every adherent of a certain religion to conclude and confess that the only true religion is
one which he adheres and that all religions are exactly the same.
Education of Islamic religion (P-AI) as resuscitation of people has such a strategic role
that it ml inculcate the open religious attitude, tolerance and respecting one another. So far
Education of Islamic Religion is more emphasise on the vertical or ritual aspects.
This brief article mean to study critically how attitude of pluralism must be developed
in the context of religious pluralism and how education of Islamic religion (P-AI) has to be
reformatted.- SUKIMAN 2013-07-08T10:20:22Z2017-01-17T02:27:36Zhttp://digilib.uin-suka.ac.id/id/eprint/8665This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/86652013-07-08T10:20:22ZPENDIDIKAN AGAMA ISLAM DI SEKOLAH UMUM SEBAGAI KEHARUSAN SEJARAHIslamic education is an indigenous educational system in Indonesia. It is growing in
moslem society in any institution. Mahmud Yunus wrote that Islamic education had a good
system, and moreover enriched the golden period in Mataram Empire.
The development of Islamic education in Indonesia distorted by colonialism, specialy
Dutch colonialism for more than 3 50years. They held the political and social intervention
based on Christianity mission. Dutch colonialism mafas the ambivalence policies in education.
On the one hand they help the Christianity mission and in other hand they distort the
development of Islamic education. These policies have negative impact on the educational
system in Indonesia. For example of negative impact is the existence of adualism of
educational system.
This writing elaborates the history of Islamic education in relation to national educational
system as realisation of constitution 1945. It will try to trace the development of Islamic
education in public school.- TASMAN HAMAMI 2013-07-08T10:25:40Z2017-01-17T02:28:40Zhttp://digilib.uin-suka.ac.id/id/eprint/8666This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/86662013-07-08T10:25:40ZPENDEKATAN MULTI KECERDASAN MENURUT GARDNER DAN IMPLIKASINYA BAGI PEMBELAJARAN PAIThis research describes the theory of multiple intelligence and its implication for
Is lame education. Result of this research is expected can reply a little from so much pro blems
of Islamic education. Problems which can be witnessed, namely religion study during the
time not yet full develop various potencies or multi of intellegence. Others, Islam taught by
more though Islam of full of value and norm which must be practiced.
Result of research indicate that the that intellegence potency is not single but majemuk
(multiple intellegence), even altogether can be brought back to three elementary intellegence
type: IQ, El, and IS. Thereby, related! relevant of multi intellegence with the study
development lay in deduction to study which only develop the cognate aspect neglectfully aspect
of affective andpsychemotor.- EMAN RELVAN 2013-07-08T10:27:23Z2013-07-08T10:27:23Zhttp://digilib.uin-suka.ac.id/id/eprint/8668This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/86682013-07-08T10:27:23ZKURIKULUM IDEAL ANTARA CITA DAN REALITAThe aim of the National Education is to humanize scientists faithful and loyal to
God. It is also an objective of Islamic education. The question is how to realise criteria of
humanism. In general, education is such a long endless process that effort for betterment from
those who are concerned with it to produce the wanted scientists eill never come to an end. To
reach the idealised is no easy but getting rid of the reality is also not a wise solution.
To face the impact of modern technology for communication and fast current of dvilation
wave, what is should be done by those decision-makers is to plan the curriculum in such a
way that there is harmonization and integration between science from intellect reasoning and
spiritual-moral from religious values.
This writing tries to give illustration to readers about how curriculum should be planned.
The curriculum development should not enable the moral values to be uprooted and torn
from every subject matter.- JUWARIYAH 2013-07-08T10:30:11Z2023-09-12T02:39:17Zhttp://digilib.uin-suka.ac.id/id/eprint/8669This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/86692013-07-08T10:30:11ZNILAI-NILAI PENDIDIKAN AGAMA ISLAM DALAM FILM KIAMAT SUDAH DEKAT (KAJIAN MATERI DAN METODE)This research tries to discuss film "Kiamat Sudah Dekat (KSD) " related to Islamic
education in particular on contents and method. According to the author, this film contains
moral messages on Islamic education. This is reflected on Moslem figures played by its actors
and actress. Besides, the coctents of Islamic education in this film are on belief in God and
the day of judgment, shalat, al-Qur'an recital, pilgrimage, andakhlaq, either to Allah, the
self, family and society. After all, the methods of Islamic education employed in this film are
discussion, demonstration, recitation, punishment and advice.- ANIS NURHIDAYATI 2013-07-08T10:33:16Z2013-07-08T10:33:16Zhttp://digilib.uin-suka.ac.id/id/eprint/8671This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/86712013-07-08T10:33:16ZNILAI-NILAI PENDIDIKAN AKHLAK DALAM
SYAIR NASEHAT KH. R. ASNAWI
This research makes serious efforts to uncover the value of moral inKti. RAsnaw's
poems. These poems are series based on the texs of prayers of adoration to God and
Prophet's behavior. In these poems, for instance, there is a term of tarahum, that means a
moral as expression on justice, because the moral composes the balance of attitude in all
levels of social life. The aims of the term is to give honor someone who is oldest and provide
shelter for youngest. This norm is perfect when it can be applicated in learning process,
because it is able to create a character of mutual appreciation. Beside it, these poems are
relevant as a basic of teacher and students character, because some verses related to both of
them. We also see, the poems are related to Islamic education's curriculum that puts human
being in a certain place. It means the students are not only as a object, but also as a subject
in learning process.- ASHFAL MAULA 2013-07-08T10:36:10Z2017-01-17T02:29:21Zhttp://digilib.uin-suka.ac.id/id/eprint/8673This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/86732013-07-08T10:36:10ZPARADIGMA BAKU PENDIDIKAN AGAMA DITENGAH PLURALISME BUDAYAIn the context of pluralistic Indonesia, religious education has to play an important
role in cultivating the students with inclusive paradigm that more contextual, tolerance,
respect to others, and able to live together. Accordingly, the exclusive paradigm has to be
replaced by the new one, because the former tends to think in rigid, intolerance and dichotomous
way. Therefore, learning process should be led to implant ethic dan morality. Religious
knowledge should be directed to be functional in daily life. As such, it is needed a religious
education in the light of multicultural perspective.- KHAYAN 2013-07-08T10:44:14Z2013-07-08T10:44:14Zhttp://digilib.uin-suka.ac.id/id/eprint/8675This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/86752013-07-08T10:44:14ZANALISIS BUTIR SOAL ULANGAN UMUM MATA PELAJARAN FIQIH MADRASAH IBTIDAIYAH KELAS IV (STUDI KASUS DI MADRASAH IBTIDAIYAH WAHID HASYIM)Teachers used test to measure the competence and effectiveness of
instructional programs. Test must be tested in quality empirically. The item still
must be tested by trial, and result of this test obtained evidence about quality of
item test. By doing the examination hence a test can be applied in evaluating.
Repairs, omission or thing required in evaluating. At this article brief analysis to
ulangan umum fiqih at Madrasah Ibtidaiyah class IV. With examinee 20 students.
Test analysis applies program ITEMAN version 3.00. ITEMAN represents of the
Classiccal Test Theory. Based on analysis item, the test need to revise. The test is
midlle difficulty because mean P is 0.570- ADHI SETYAWAN 2013-07-08T10:47:32Z2013-07-08T10:47:32Zhttp://digilib.uin-suka.ac.id/id/eprint/8677This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/86772013-07-08T10:47:32ZBUDAYA LOKAL DALAM PENDIDIKAN AGAMA ISLAM SEBAGAI KURIKULUM MUATAN LOKALThe values of pluralisme in the subject of SKI (History of Islamic
Civilization) that consist of pluralisme in the religion culture, politics and thought
are urgent issues to discuss, especially to over come the problem that plural are
rouse in the society of Indonesia. The subject of SKI as integral part of Islamic
education play an important rule to implement the values of pluralisme to student.
This is must that has to do by government, teacher and the society.
Because, the plurality can not be separated from Indonesia.- ROFIK 2013-07-08T10:51:24Z2015-04-14T08:52:35Zhttp://digilib.uin-suka.ac.id/id/eprint/8679This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/86792013-07-08T10:51:24ZKREATIVITAS GURU DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI TAMAN PENITIPAN ANAK AISYIYAH BLAWONG TRIMULYO JETIS BANTUL YOGYAKARTATeacher’s creativities on teaching are the important aspect to bring into
existence of education purposes. In this context, a teacher not only actually
engaged in one’s regular work but he must evaluates the result of teaching also.
And the other hands, a teacher asserted to develop creativity in all times during he
teachs, especially in exapanding mater and method.
This paper discusses several problems; such as how did to create and
develop a teacher creativity in TPA Blawong, and wat did its contribution to gain
of Islamic education purposes. Based on the data of research a teacher creativity in
TPA BLawong focused on teaching skill and developing the media, teaching
method and evaluation aspect. The main problem of teacher creativity developing
in TPA Blawong were differences basic and experiences of teacher in teaching skill.- YUNIFAH RETNOWATI 2013-07-08T11:19:52Z2017-01-17T02:31:17Zhttp://digilib.uin-suka.ac.id/id/eprint/8682This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/86822013-07-08T11:19:52ZKEUNGGULAN METODE BEYOND CENTERS AND CIRCLE TIMES (BCCT) DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI TKIT TIARA CHANDRA JOGOKARYAN YOGYAKARTAThis research based on the background tat the classical method in teaching
wasn’t effectively bring into existence of the educations aims. The purpose of
research tries to describe and analyze apllying Beyond Centers and Circle Times
(BCCT) method in Islamic education, especially in TKIT Tiara Candra Yogyakarta.
Result of research displayed proudly that : (1) apllying of BCCT method in
TKIT Tiara Candra allowed as alternative method, (2) BCCT in Islamic education
teaching applied in iman and taqwa center, while the others values of religion
incalculating on all activities of teaching. There were many exceeding of due limits
of BCCT method, such as : systematic, focused on students experiences of drive
forward to active in teaching, and be a motive for growing of students enthusiasm.- RETNO WIDOWATI 2013-07-08T11:24:43Z2013-07-08T11:24:43Zhttp://digilib.uin-suka.ac.id/id/eprint/8683This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/86832013-07-08T11:24:43ZPENDIDIKAN AGAMA ISLAM DALAM MASYARAKAT PLURALIS (STUDI TENTANG PAI PADA KELAS XII SMA SE-KABUPATEN KLUNGKUNG BALI)This research was based on the performance of teaching Islamic religion for
senior high schools at Klungkung Regency, Bali, which was done outside classes.
The need for understanding religion not is only of the ritual concepts but also of
more than those. This fact was supported by Klungkung’s plural reality. This
research was to describe the development of teaching Islamic religion, either of the
subjet matter or of teaching methods at senior high schools in Klungkung Regency.
The results of research were that (1) teaching Islamic religion has developed since
1960-1970’s and at the same time, teaching Islamic religion at senior high schools
was performed by the teachers who were worked out by the Religious Department
on account of the lack of religious teachers at that time. This condition made
teaching Islamic religion be done outside the class. (2) What to teach should be
harmonized with the curriculum used at that time, which was focused on belief
integrated in every subject- matter based on the verses of the Holy Kuran. Methods
used are teaching orally, example-giving analogically, ask-and-question, and
reading aloud. (3) contextualization of the religious text.- YUYUN LIBRIYANTI 2013-07-08T11:27:49Z2017-01-17T02:34:47Zhttp://digilib.uin-suka.ac.id/id/eprint/8684This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/86842013-07-08T11:27:49ZTUJUAN PENDIDIKAN ISLAM DALAM PEMIKIRAN HASAN LANGGULUNGThe concept of Islamic education formulated by various sources and
perspectives. One of the important is the ultimate aim of Islamic education, such to
create a students those have a good intellectual, social skill, and spiritual
awareness. How does it purposes can be created effectively and efficiently ? One of
basis for determining these purposes which instructional strategy and method will
be selected is the knowledge of the objectives of the instruction itself. The
instructional objective includes cognitive/intellectual capability, affection/behavior,
and psychomotors /motorics. On the other hand, Islamic education must handle
three functions; academic, psychological, and spiritual function.- KARWADI 2013-07-08T11:30:06Z2013-07-08T11:30:06Zhttp://digilib.uin-suka.ac.id/id/eprint/8685This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/86852013-07-08T11:30:06ZPENDIDIKAN AKHLAK ANAK PRASEKOLAH DI LINGKUNGAN KELUARGA PENGURUS DAERAH SALIMAH PURWOREJOThis writing tries to describe the moral education of the pre-school children
of the provincial executors of Salimah, in Purworejo, as reply to the two questions,
namey (1) how was the moral education of the pre-school in their home?, and (2)
what are supporting positive factors? And what are negative factors hindering?
Answers to both questions are: firstly, moral education of the preschool children
has characteristics as follows: what to teach is moral to God, parents, brothers, and
friends. Methods used are telling story, examples, customizing, understanding,
and case-study. Secondly, some factors hindering moral education are mother’s
dominant characters and target-achievement, families who do not have the same
vision and mission in teaching their children. While the factors supporting it are
cooperation of both parents, easy to gain the teaching media, and given the
programs not offered at the television.- MUFIDATUL HASANAH 2013-07-08T11:33:18Z2017-01-17T02:36:28Zhttp://digilib.uin-suka.ac.id/id/eprint/8686This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/86862013-07-08T11:33:18ZPERKEMBANGAN KURIKULUM JURUSAN PENDIDIKAN AGAMA ISLAM (PAI) FAKULTAS TARBIYAH UIN SUNAN KALIJAGA YOGYAKARTA PERIODE 1980-2005The department of Islamic Education, UIN Suka, tried to make many
changes and continious improvement. Among others are about curriculum. The
change and modification of curriculum since 1983 till 2005 are: First, competence
or authority of institution in curriculum 1983, 1988, 1995, and 1997 by
centralistic, while the curriculum 2004 and 2005 by decentralistic. Second, there is
a decrease of credits in curriculum of Islamic Education. Third, the composition of
subject matter focus on pedagogis and social competence. In curriculum 1983 and
1988 the composition of subject matter is balance and curriculum 1995 stressing
the professional competence. Curriculum 1997, 2004 and 2005 stressing the
pedagogis competence.- SUKIMAN 2013-07-08T11:35:38Z2017-01-17T02:47:31Zhttp://digilib.uin-suka.ac.id/id/eprint/8687This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/86872013-07-08T11:35:38ZKONSEP PENANGANAN ANAK BERMASALAH MENURUT ALEXANDER SUTHERLAND NEILL DAN IMPLIKASINYA TERHADAP PENDIDIKAN ISLAMThe research aims to descript and analyse about the handling of child who
has any problem according to Alexander Sutherland Neill and its implication to
Islamic Education. This research is interesting because the issues of child who has
any problem or naughty is full of fears in Indonesia. So far, we have not found a
good solution for it, children have not got a good place, they isolated from school,
society, even family. The same problem also, attack violently the world of education
in other country since world war two. Alexander Sutherland Neill gave the
solution to this problem by building alternative school which give liberation in
England, and we found I, this work, that is able to change paradigm about
naughty. The problems of children which are described in the book are not so
different from Indonesia, so I can formulate the problem as follows: what does
Alexander Sutherland Neill concept about children who has any problem in this
work and how does its implication to Islamic Education.According to Alexander
Sutherland Neill the son was born by holding good potential, realistic, and wise.
There is no naughty, but there are many children who need long time for this life in
social. A bed environment always makes them to have problems.- SIDIQ FATONAH 2013-07-08T11:41:35Z2013-07-08T11:41:35Zhttp://digilib.uin-suka.ac.id/id/eprint/8688This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/86882013-07-08T11:41:35ZKONSEP FITRAH DALAM ISLAM DAN IMPLIKASINYA TERHADAP PENDIDIKAN ISLAMThis artide aims to describe the mncept offitrah in lskon. According to lskim, it is
differentjrom the West mncept. In Islam, the man was born withfitrah, it mean that he has
and tend to monotheism, be a Mos/em, and true in activities. Zesidi, they aho have a basic
abilities orpotention. Thisfitrah m/lgim impKcation to Iskimic education. The IsUimic
education must be abk to manage, to guard and to devekp it, till it can give function
according to message ofIsfam.- MUJAHID 2013-07-08T11:44:04Z2018-01-24T07:47:17Zhttp://digilib.uin-suka.ac.id/id/eprint/8689This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/86892013-07-08T11:44:04ZPEMBERDAYAAN MADRASAH DALAM MENGHADAPI ERA GLOBALISASIThis artick tries to expkre the empowerment of Isiamic school @Aadrasab)forfasing
ghbaK%ation era. Theproblem that will be solved here is ttw does empower madrasahfor
fasingglobali%ation era?' This artick comes to the conclusions tbatMadrasah can be empowered
by many vays. First of all, leader of Madrasah must beprofessional, eat kast he|she must
be master ofeducation management. Second, the teachers ofMadrasah must be master in
their sttbject matter, master of matematic teaching, master of lsfamic teaching, master of
EngMsh teacbing, masteroflndonesian teaching, etc. Thirth, studentsofMadrasahAtiyah
must be cfassifiedinto three dassijication to manage them asgoodaspossibk, students n>ho
n>ant to contiue their study to university, students who yant continue their study to mlkdge,
and students wbo do not want to continue their study.- SUTRISNO 2013-07-08T11:47:33Z2013-07-08T11:47:33Zhttp://digilib.uin-suka.ac.id/id/eprint/8690This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/86902013-07-08T11:47:33ZPEMBERDAYAAN ZAKAT MELALUI PENDEKATAN PENDIDIKAN PENANAMAN NILAIZakat empomrment in the community is obviously critical becausi beside it is an
abligationfrom God, %akatis love-ties hehveen the rich andthepoor. Unfortunately, %akat
collected in Indonesia has never achieved the tarfft according to %akat incomeprediction;
even themajority of thepopulation iiMuslims. One of thefactors lies beyondthefactis lack
of %akat empoverment in the community. To this reason, this writing tries to discuss %akat
empowerment through value andreligous af>proach. The af>proach is impkmentation of the
religious values tarbiyatul ruhiyah and sodal value that aln>ays attach to motivation to give
%akat.- ZULKIPLI LESSY 2013-07-08T11:50:03Z2013-07-08T11:50:03Zhttp://digilib.uin-suka.ac.id/id/eprint/8691This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/86912013-07-08T11:50:03ZTIPOLOGI PEMBELAJARAN KYAI MLANGI (STUDI ATAS PEMBELAJARAN LIMA KYAI DI
PESANTREN MLANGI)
This artick basedon individualressarch, that aivts to describe aboutKyaiMkmg's
karning typology. The result of observation indicate tbatY$aiMkmg's karning typohgy
cangroupedin threemodels: the child-nurse type, theparenttype, andthegrand-parenttype.
The chiM-nurse type tends to gve satisfy-sense to student, jvhen they are abk karn by hard
the HolyQur'an correctfy. Theparetit type tends to devefop the skill of teaching and create
the nea idiasjorstudent. Thegrand-parenttype tends tophihshopicalmode in his approach
andfetf attention in mystic.
The constraction of KyaiMkmg's teaching, espedally in vakie eduaciiongive apriority
in subject-matteritself.- SUWADI 2013-07-08T11:52:29Z2013-07-08T11:53:01Zhttp://digilib.uin-suka.ac.id/id/eprint/8692This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/86922013-07-08T11:52:29ZPENDIDIKAN AKHLAK DALAM SURAH AL-KAHFIAYAT 60-82Frankly expnssing, there are no differences betveen lstomic knowkdge orsciences and
secular ones. This statement means that the truth of sdences and theirproducts, namely
tehnoloffes, instiMions and various activities, Joes not need the kgtimation of a ceriain
belief. At the same time, the human beings undergo many problems such as misery and
unhappiness and even the more complexproblems emerge as the consequence of consuming
modern tehnologes with no concerns with moral values (akhhq).
This article tries to reveal the contents of some verses of the Kahfi letter of the Holy
Koran. One of the agents in the strory is Moses @Ausa) who was atfirst au>are of himself
as the cleverest among thepeople at his time. But later after his meeting with his teacher
having been chosen by his God, hefinally acknowledged that there n>as still anotherperson
u>ho n>as ciererer than himself, namely Khidhir. The interaction between them both eternah%es
the moral values.- SUMEDI 2013-07-08T12:05:54Z2013-07-08T12:05:54Zhttp://digilib.uin-suka.ac.id/id/eprint/8693This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/86932013-07-08T12:05:54ZISLAM, PESANTREN DAN TERORISMEThis artick aims to describe rules ofpesantren in the global contect as sub culture of
l$lamic education in lndonesia. Abviouslj, international terrorism issuss bring some
implication, redudng relationship between soriety andpesantren, eventually, create prejudice
attitude to the pesantren. In the our soriety n>as constmcting some assumption of opinion
thatpesantren having relationship mth lslamic radicalism. Because ofit, we have to counter
discourse to build a good relationship betmeen pesantren and soriety. lt was very important
to return rules of pesantren as community learning centre and nonformal education.
Within cultural strategic, we can preserve local knowledge and local culture to face
globali%ation and to det>elop lslamic education, aspecially pesantren. We also remember to
act !ocally, think globally.- M. IMAM ZAMRONI 2013-07-09T08:25:01Z2017-01-17T02:49:32Zhttp://digilib.uin-suka.ac.id/id/eprint/8694This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/86942013-07-09T08:25:01ZNILAI-NILAI DASAR PENDIDIKAN ISLAMIslamic education is a valm education. In the other term mentioned aprvcess ofcharacter
building. lt means, the main purpose of if isn 't knon>ledge transformation onfy, but a valm
transformation also. Tbe valm of lslamic education based on the spirit of the Holy Qur'an
and Hadith, aihich there 're many values must transform to student in the process of lslamic
education, namely tauhid (believing in One God : slllah), developing of human potentions,
free thinking and criticism attitudes and social duties. lnternaii%ation of those to student
personality become a standard of education successing.- SARJONO 2013-07-09T08:27:38Z2013-07-09T08:27:38Zhttp://digilib.uin-suka.ac.id/id/eprint/8695This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/86952013-07-09T08:27:38ZMETODE PENDIDIKAN BAGI PENGEMBANGAN RASAAGAMA PADA ANAK USIA AWALIn lslamic education concept, internali^ation of religious counsdousness and religious
experience startedfrom beginner age, even though before a child born. tn thin process, a
teacber (learner) urge to knon> the specific character, potentions, and allpersonality aspects
of children. It's important in order to develop of religiomitj, Pinaljy, a teacher (learner)
has to me a appropriate methods and approaches in teaching. B^ this way, the process of
lslamic education become a one instntmmt of internali%ation of reiigious counsdommss.
Thispaper try to describe metbods and approaches in it'sprocess.- SITI SAIDAH 2013-07-09T08:49:35Z2013-07-09T08:49:35Zhttp://digilib.uin-suka.ac.id/id/eprint/8698This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/86982013-07-09T08:49:35ZPENDIDIKAN SAINS DALAM AL-QUR'ANScience educationputs emphasis on hon> to develop srientific attitudes. Coriosity, integrity,
acurate in measurement and calculation, critical thinking, and accurate decision making are
of great importance in science education. Values to be developed in science education is
rekvant with tbose implied in Quranic verses on science. A-dvamement in science is imperative
if a nation is to be a $trong , it is also a criterian for tbe advancement of a nation.- MURTONO 2013-07-09T08:52:56Z2017-01-17T02:51:42Zhttp://digilib.uin-suka.ac.id/id/eprint/8700This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/87002013-07-09T08:52:56ZPUSAT SUMBER BELAJAR DAN PERANANNYA BAGI LEMBAGA PENDIDIKAN TENAGA KEPENDIDIKANTarbiyah Faat/ty as one of the instituionsforprodudng education agents is bope to be
able to produce theprofessionalgraduators. It is theprofessionaI agmti mho are boped to be
abk to increase the quality ofthis Indomsian education.
The quality of graduators of Tarbiyah Faculty vill come into existence if the the
process of teaching-learning of the good quality also takes place. The centre of karning
sourse willplay its rok in thsproduction of such teaching-learning.
The varieties of the karning sources being in the centre of karning source wll activate
the process of teaching-krning. Leciurers and students are together in need of information,
increase the mastery of science and technology which is always devehping. Y^xperiencefrom
the centre of the learning source other than congition can also touch the affective domain,
namety appearance of feeling happy to learn. This is in accordance with tbe hope of the
present curriculum. Accordingly, the existence of the centre of learning sourcefor Tarbiyah
Faculty is a need to be immediately increased and developed.- ASNAFIYAH 2013-07-09T08:59:26Z2013-07-09T08:59:26Zhttp://digilib.uin-suka.ac.id/id/eprint/8703This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/87032013-07-09T08:59:26ZPELEMBAGAAN TRADISI MEMBACA AL QUR’AN MASYARAKAT MLANGIMlangi is one ofvillage that has eliminatedQur'anic illiteracy sucsesfully, And reading
Qur'an has become fmdition. If coused Mlangi people bashful if they can not read the
Qur'an. The aims ofthis research are to describe many kinds ofQur'anic tradition and to
fine a pattern of Qur'anic illiteracy elimination.
This is a qualitative research. The data have been colkcted by participant observation,
deep interview and document.
The results ofthis research shon> that there are many kainds ofQur'anic tradition.
They are sema'an bin nadhor, sema'an bilghoib, muqaddaman, tahlilan, ratib, qulhu
semlas, qira 'ah, alfatihah,jasinan dan Takhtiman. And There is tn>opatterns of Qur'anic
illiteracy elimination; 1. pattern of home, pesantren and comm^tnity, 2. pattern of home
and community- R. UMI BAROROH 2013-07-09T09:01:58Z2017-01-17T02:52:55Zhttp://digilib.uin-suka.ac.id/id/eprint/8704This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/87042013-07-09T09:01:58ZSHALAWAT MONTRO: DARI RELIGI, SENI, EDUKASI HINGGA SIYASIThis artick informs the readers about Sbalawat Montro, one ofthe traditional cultures
that still exists up to now. Shalcmiat Montro is a traditional dance that consists of dancing,
singing dan telling a story of prophet Muhammad which isplayed by manypeople. Sbalawat
Montro as a tradtional culture is very unique because it is rather a sincretical culture between
lslamic culture andjavanese cultun. Hou>et>er, as a culture, it contains many values, even
not only religous values but also, education, art and nasionalisme. Therefore it is impontant
to knou> about it.
Re/igious values thatmay be taken are abouthowmoskms love theirprophetMuhammad
who has brought lslamic religion n>hich has guided them to live happily both in this workl
and the hereafter. It also contains educational values, especially moral and historical education.
Because one of the ekments in Shalawat Montro is telling history of the birth of the
prophet Muhammad. And the values ofNasionalisme in Shahwat Montro can be seen in
some sya'ir that contains Pancasifa as nasionalfoundation of lndonesia.
However, ShaUm>at Montro as one ofthe traditional cultures that still exixts it, like
other traditional cultures, almost diappears because of somefactors i.e. firstly, competition
betaieen hcal culture andglobal culture in which global culture tends to be mnner, secondlj
Indonesian people u>ho are less appreciative to the traditional culture, and so on.- RADINO 2013-07-09T11:34:41Z2013-07-09T11:34:41Zhttp://digilib.uin-suka.ac.id/id/eprint/8722This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/87222013-07-09T11:34:41ZANGGARAN PENDIDIKAN DAN MUTU PENDIDIKANAn advance of a nation can be measured by the quality and the progress of its
education. Human resources and hutnan capitals in a nation are determined bj the quality
of education. Therefore, the government has the duty of giving an educational system that
guarantees to all citi%enship to get a high quality ofeducation. Giving a high quatity education,
certainfy, means to makt a big budget in education. As a result, the government has to make
a big budget in it. The Qrdinances of Indonesian state instructed the government to alhcate
20 % of the total budget (APBN) fo reali%e for the national goal of a high quality
education. As the educational instttutions, schools (madrasah) also have to respond and
contribute intellectually to the national education. They must share the responsibility to
reali%e a high quality oftheir nation education, so that the can begive a high quality to their
alumnus.- AHMAD ARIFI 2013-07-09T11:37:14Z2013-07-09T11:37:14Zhttp://digilib.uin-suka.ac.id/id/eprint/8723This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/87232013-07-09T11:37:14ZKEBIJAKAN OTONOMI DAERAH DAN IMPLIKASINYA TERHADAP PENDIDIKAN MADRASAHIn the era of provincial autonomy, the madrasahs do not gain the autonomy as the
schools which are under the department of National education do. The constitution number
32, 2004, on theprovindalgovernment, stafes that one of its tasks isproviding the education.
Structurally, madrasahs with their lslamic characteristic$ under the department of religious
affairs are really not induded to be those wbich are given the autonomy.
Although the management of madrasahs is kept under the Department of Religious
Affairs, but now then is a newpolicy thatformerly madrasah werepurely managed by the
centralDepartment of R<etigiousAffairs, but now the newpolicy, deconsentration, has been
made, which means that the right to provide the madrasahs which was hekl by the central
government andpart of it isgiven to theprovmcialgovernment. This is mainly in relation
to the technicalaffairs in thefidd ofthefinandalsourse in theprovince.
However, not ailprovinces interpret the newpolicy in the same manner espedally in its
impelementation. In some provinces, there are still polides which are not concerned with
existence of madrasahs, either in the guidance of the institution, personality> finance or the
otherfadlities. This writing tries to analyse howfar the implication ofthis autonomy spolicy
and the decentrali%ation of the education to the madrasahs andftnd the laternatives to
solve it.- YUSUF HAKIM 2013-07-09T11:39:31Z2013-07-09T11:39:31Zhttp://digilib.uin-suka.ac.id/id/eprint/8724This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/87242013-07-09T11:39:31ZTEORIKECERDASAN MAJEMUKHOWARD GARDNER DAN PENGEMBANGANNYA PADA METODE PEMBELAJARAN PENDIDIKAN AGAMAISLAM UNTUK ANAK USIA SEKOLAH DASARAfCording to Howard Gardner> as the inventor of multiple intelligences theory,
intelligence is an abitity to solveproblems orfashionproducts, that are valued in one or more
cultural or community settings. For him, intelligence can be classifted into nine: linguutic,
logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal,
naturalist, and extstential. The development ofthe multiple intelligences can be done tbrough
active karning. In this context, a teacher has to create funny and humanist classroom to
optimi%e students' every intelligence. This article try to develop many strategies to teach
lslamic teaching in the elementary school. To implement the strategies, every teacher must
understand the characteristic of children, curriculum, and karning resources.- SITI RAHMAH 2013-07-09T11:41:34Z2017-01-17T02:53:33Zhttp://digilib.uin-suka.ac.id/id/eprint/8725This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/87252013-07-09T11:41:34ZPENDIDIKAN AGAMAISLAM DAN PENGEMBANGAN SENIBUDAYA ISLAMEducation is one of cultureprocesses, therefore education can't he separatedfrom
culture and society. lntegrating art and cultural values in education, especially lslamic
education, willsupport the educationgoalin building student'spersonality, i.e, student$ wbo
are independent, self*confident andpossesses inner brilliance. Through the experience in
appreciating art work$ and cultural cekbration, for example, it is expected that the student
will sharpen theirfeelings and strengthen theirpersonalities. Espeaa//yfor teachers, they
need the art values and strategy to manage their cUus andpresentation, because teaching is
an art,
On the other hand, Iskmic educationpUtys the most important role in enlightening and
revitali%ing l$Umic cultural values which n>ill build up IsUimic civiU%ation in thefuture.
Through lsUunic education, the students can be influenced. Moreover with IsUitnic education
the lack and art|culture crisis will be solved by l$kmic and spiritual values involvement in
creating art and cutiure works.- NUR SAIDAH 2013-07-09T11:43:47Z2013-07-09T11:43:47Zhttp://digilib.uin-suka.ac.id/id/eprint/8726This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/87262013-07-09T11:43:47ZPERKULIAHAN PENDIDIKAN AGAMAISLAM DIPERGURUAN TINGGINEGERI (SEBUAH CATATAN LAPANGAN)This artick tries to describe the impkmentation of Islamic Religious Education
in several state universities in lndonesia. In fact, there are some traits in impkmenting of
PAI among those universities, especially in coordinating of PAI's lecturers and mentoring
activities executed by Lemhaga Dakwah Kampus fl"he Institution of Catnpus Missionary)
as one of units of student activities. Ideally, these mentoring activities are aimed to complete
the lack of implementation of PAI in class, but in reality, these activities are used to
transfer and transmit lsUmic thoughts or ideologm ofactivists ofLDK as mentors. Therefore,
the rok of PAl's kcturers need to improve coordinating these mentoring activities so that
remain in accordance with the goak of PAI and policy of lskimic Religious fLducation
stated in the decision Utter of Director of Higher Education of Ministry of National
Education nttmber: 43/DItCTI/Kep/2006.- ABDUL MUNIP 2013-07-09T11:46:23Z2013-07-09T11:46:23Zhttp://digilib.uin-suka.ac.id/id/eprint/8727This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/87272013-07-09T11:46:23ZRANAH-RANAH PEMBELAJARAN DANIMPLIKASINYADALAM PENDIDIKAN AGAMA ISLAMAn instructionalprocess m// operate effectively and efficientfy when it ispkinmd as
well aspossible so that students'potentiak can be developed maximally. Hoa> ts toperform
effective and effident imtruction able to include overall students'potentials tnaximalfy? In
instructionalprocess, it is necessaryfor teachers to know types of capabitity expected to be
achieved by student$. One of basisfor determining which tmtructional strategy and method
will be $ekcted is the knowledge of the ob|ectives of the 'mstruction itself. Tbe instntctional
objective indudes eogmtim|mteUectualcapability, affection/behavior, andpsychomotors |
motorics- HINDATULATIFAH 2013-07-09T11:48:37Z2013-07-09T11:48:37Zhttp://digilib.uin-suka.ac.id/id/eprint/8728This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/87282013-07-09T11:48:37ZSTRATEGI PENGEMBANGANMATERI PEMBELAJARAN SEJARAH KEBUDAYAAN ISLAMTbis paper attempts to offer development of instructional materials of History of
lskmic Cultttre. This devehpment isjustified hy thefact that in the Singk L#velEducational
Curriculum it is only standard competence and basic competence to be established, whik in
instructionalpractices, itsfurther establishment isperformed by teacher individuaUy. Since
one of characteristics of the shiftingfrom the 1994-curriculum to Competence-Based
Curricubim andftnally compkted into KTSP is the shifting in orientation, that isfrom
material-oriented to competence-oriented. lts basic assumption is that material-oriented 1994
curriculum repressing teachers and students to be engagng inftnishing sttbject materials as is
tvritten in textbooks, rather than emphasi%ing the importance of students' understanding
of the materials. This change in orientation impties the demand on teacher's creativity in
developing sub|ect materiak in the Instntctional Pkin arranged. The material devehpment
is aimed as a mediumfor competence achievement, startingfrom competence standard broken
dovm into basic competence and the basic competence that $hould be transUted by teachers
into lndicators. As a sdentific activity, material development isperformed in thefollowng
four steps: quoting Basic Competence and lndicators, creating competence anafysis columns,
tisting materials and material descriptions, writing the materials using re/iab/e references.- ROFIK 2013-07-09T11:51:59Z2017-01-17T02:54:25Zhttp://digilib.uin-suka.ac.id/id/eprint/8729This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/87292013-07-09T11:51:59ZBASIS TRANSFER BELAJAR UNTUK PEMBELAJARAN PAIWe have here four theories of learning transfer that can be performed in
PAI departement. Two of them: mental discipline, and identical elements can be
partly applied in PAI’s spesific materials, and two others can be wholy applied in
all kinds of PAI’s materials. For this reason, we propose the PAI departement to
adopt these laters to strengthen and increase the quality of PAI’s out put.- NAZRI SYAKUR 2013-07-09T11:54:38Z2017-05-26T02:05:15Zhttp://digilib.uin-suka.ac.id/id/eprint/8730This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/87302013-07-09T11:54:38ZGOOD UNIVERSITY GOVERNANCE DAN IMPLIKASINYA TERHADAP PENGEMBANGAN PROGRAM STUDI PENDIDIKAN AGAMA ISLAM FAKULTAS TARBIYAH – UIN SUNAN KALIJAGA YOGYAKARTAOne of the programs in of the higher educational reformation during the last
decade is how to enable educational institutions to become more independent, thus
giving the institutions more autonomy. As a consequence, higher educational
institutions such as universities need to ensure the presence of good governance in
their institutions. As stated in the Law on Educational Legal Body (Badan Hukum
Pendidikan = BHP), good educational institutions governance should include the
following principles: autonomy, participation, accountability, transparency,
responsive, and justice. However, since BHP is not yet implemented in UIN
Sunan Kalijaga, an intermediate solution is needed. The government new policy to
reform the practice of financial management using a body called Badan Layanan
Umum (BLU = Public Service Body) proves that the management of public
institution is in line with the spirit of good university governance. Therefore, BLU
can be used as a solution for universities impending institutional reformation.
As the first university in Indonesia to be given the status of BLU, UIN
Sunan Kalijaga has become a more autonomous institution. This can become a
strategic issue that needs to be addressed wisely by Islamic Education Study
Program, since the transformation will require the change in mind set among the
management team, employees, lecturers, and students, to avoid the so called
misperception, mis-action, and mis-allocation. This way, the Study Program will
be able to determine its policy, objectives, programs and activities strategically, by
using the flexibility offered by BLU status. There are two approaches that need to
be considered by the Islamic Education Study Program of the Faculty of Tarbiyah
of UIN Sunan Kalijaga in managing its potentials: academic approach and
management approach. Academic approach should focus on the development of
learning process, which includes cooperative learning, learning society, and inputprocess-
output process. Meanwhile, the management approach should focus on the Study Program’s strategic planning using four-perspectives-Balanced Scorecard
with four perspectives: 1) stakeholder perspective, 2) financial perspective, 3)
Internal process perspective, and 4) Learning and Innovation perspective.Sri Sumarni2013-07-09T11:59:57Z2013-07-09T11:59:57Zhttp://digilib.uin-suka.ac.id/id/eprint/8732This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/87322013-07-09T11:59:57ZWEB PEMBELAJARAN PENDIDIKAN AGAMA ISLAM ( PAI )Web is one of application ICT which have been exploited widely in education
world in this time, and very conducive applied in study of Islamic Religion
Education (PAI). All of student free download items which gone the round of the
illusory world, whenever and whereabout even also. Model of this study have
altered the paradigm of system of us education which from the beginning base on
traditional looked in the facely as its bases, passing into education system which is
not limited by space and time.
Applying model the study by using web require the substance development
teach. Macroly, substance development teach to base on the web include; cover the
stages; steps analyse the requirement, scheme, development, implementation and
evaluate.- SIGIT PURNAMA 2013-07-09T12:02:31Z2017-01-17T02:59:07Zhttp://digilib.uin-suka.ac.id/id/eprint/8733This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/87332013-07-09T12:02:31ZPOSISI PEREMPUAN DALAM SEJARAH SOSIAL PENDIDIKAN ISLAM (PERIODE AWAL DAN KLASIK)As happened in field of other education, the reality of sosio-historis of
education of Islam experience fluctuative problems, one of the fundamental problem
which is not yet been solved perfectly is in case of the difference opportunity to
learn or have education between men and woman. This case push Syalabi to throw
criticism that "All writer of Islam do not confess that teaching and education for
woman in Islam not yet flattened when compared by men. Literate woman a long
way off is still slimmer than literate men. What factor? Though the Islam do not
make femininity as barrier to claim science”
At another opportunity referredly at cultural context of past, Syalabi do not
assure that difference of opportunity of education of woman in Islam resulted by
un-understanding of muslim to the comand of Al Qur'an. With remain to behave
husnudhan he identify cause of the difference more because of factors of difficulty to
do erudite-travelling (rihlah ilmiah) to place which far.
Surprisingly the phenomenon till this last moment still be happened in
praksis of education expecially in nations which majority of its resident is muslim.
To comprehend the anomali, considered that necessary to look for the kind of
relationship from social reality of education in early Islam. In context of that's this
article directed its analysis to answer question around: Where is the position of
woman in islamic education at a period of early Islam ?, how is Al Qur'an placed
woman in its position? How principal view of Al Qur'an in the education of
woman is applied in early days of Islam? How it apllied after that period is? Is it
true that there are stress between fiqh with the princips of equality of rights to
obtain education in Islam? What is the background which motivate that
happening of stress? In what level or type of education there education difference
had happend?- ARIF BUDI RAHARJO 2013-07-09T12:04:53Z2017-01-17T03:00:00Zhttp://digilib.uin-suka.ac.id/id/eprint/8734This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/87342013-07-09T12:04:53ZKONSEP ISLAM LIBERAL ABDURRAHMAN WAHID DAN IMPLIKASINYA TERHADAP PENDIDIKAN ISLAMIslam is a religion that values pluralism and freedom of thought. These two
principles, lead to harmonious and dynamic life on earth. Indeed, in Islamic
perspective, one is not regarded to have a perfect and comprehensive belief if he or
she disrespect diversity and did not explore his or her mind potential. Many
Muslim thinkers, therefore, give a positive appreciation towards pluralism and
freedom of thought. One of such thinkers is Abdurrahman Wahid. His view on
Islamic education is worth mentioning, albeit it meets numerous responses and
critics from others. With his firm believe on pluralism and freedom of thought, he
elucidates the notion of Islamic education that is aimed at generating students that
are intellectually smart, socially aware, and spiritually wise.- DUHROINI ALI 2013-07-09T12:07:16Z2013-07-09T12:07:16Zhttp://digilib.uin-suka.ac.id/id/eprint/8735This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/87352013-07-09T12:07:16ZKONSEP PENDIDIKAN MORAL DALAM KHAZANAH ISLAM KLASIK TELAAH PEMIKIRAN AL-MAWARDI DAN RELEVANSI KEKINIANNYAAl-Mawardi was a sunni-syafi’ite thinker that lived in the period of social
and political instability. This influenced his mode of thought that tended to be
rational and different from the most of sunni-syafi’ite thinkers. As a practinioner,
al-Mawardi idealistically and realistically paid much attention to his current sociopolitical
problems. One of his critical attention was the moral thought. There were
two main terms used by him to refer to moral meaning, i.e.: al-khuluq and al-adab.
The first term means a state of mental, whereas the second one means a code of
conduct. Such meaning of moral has “three in one” dimension of: self autonomy,
religious norm, and social norm constructing the mixture of one’s moral
behaviours.
The general characteristic of his educational thought was rationalistic.
According to him, the process of educational interaction was based on the balance
between respect and criticism. The strategy of moral education included:
mushahabah (intimate interaction), indoctrination, and ta’dib (early moralization
and facilitation), reasoning and positive context. Such strategies integrated both of
self-moralization through value inculcation and surrounding-one through forming
positive milieu.- MAHMUD ARIF 2013-07-09T12:09:29Z2013-07-09T12:09:29Zhttp://digilib.uin-suka.ac.id/id/eprint/8736This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/87362013-07-09T12:09:29ZKONSEP TA'DIB DALAM PENDIDIKAN ISLAM (STUDI ATAS PEMIKIRAN SYED MUHAMMAD NAQUIB AL-ATTAS)Education that is intended by Islam is the one that is based on Islamic
principles. Such an education is not only capable of creating knowledgeable
individuals, but also provides generous and sincere educated persons. The situation
faced by Muslim societies nowadays, however, is an ensuing problem of moral
decadence and a chronic transgression of Islamic norms. This, in turn, suggests the
ineffectiveness of Islamic education, and hence requires a reconstruction of its
concept and system. Studies on the experts’ points of views on Islamic education
could be a potential contribution to the reconstruction project. One of such experts
is Syed Muhammad Naquib Al-Attas. His view on the concept of ta’dib as the
philosophical foundation of Islamic education is discussed in this article.- WASTUTI 2013-07-09T12:11:34Z2017-10-13T07:21:51Zhttp://digilib.uin-suka.ac.id/id/eprint/8737This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/87372013-07-09T12:11:34ZNILAI-NILAI PLURALISME DALAM MATA PELAJARAN SEJARAH KEBUDAYAAN ISLAM (STUDI ANALISIS ISI TERHADAP BUKU AJAR SKI MA)The values of pluralisme in the subject of SKI (History of Islamic
Civilization) that consist of pluralisme in the religion culture, politics and
thought are urgent issues to discuss, especially to over come the problem
that plural are rouse in the society of Indonesia. The subject of SKI as
integral part of Islamic education play an important rule to implement the
values of pluralisme to student.
This is must that has to do by government, teacher and the society.
Because, the plurality can not be separated from Indonesia.- LILIK SUPARNO 2013-07-09T12:13:59Z2017-01-17T03:11:09Zhttp://digilib.uin-suka.ac.id/id/eprint/8738This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/87382013-07-09T12:13:59ZKONTINUITAS DAN PERUBAHAN PENDIDIKAN PESANTREN (KASUS PONDOK PESANTREN ULAMA TARJIH MUHAMMADIYAH YOGYAKARTA)Education and society are two unseperable things. Both need and influence
each other. Everything in the society changes. The changes should be responsed
espicially by educational institutions. Pendidikan Ulama Tarjih Muhammadiyah
(PUTM) from time to time changes itself to response what happened to internal
Muhammadiyah people.
This article tries to describe critically the growth of education at PUTM
intended to maintaim its existence and continuity to form the tarjih intellectuals
in the middl of its people whose thught has been formed by formality pattern.- SABARUDDIN 2013-07-09T13:29:51Z2013-07-09T13:29:51Zhttp://digilib.uin-suka.ac.id/id/eprint/8741This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/87412013-07-09T13:29:51ZPENDIDIKAN AGAMA ISLAM, PROBLEM DAN TANTANGANNYA SEBAGAI KOMPONEN MATAKUUAH PENGEMBANGAN KEPRIBADMN(MPK)This articU tries to analysis theproblems andthe challenges oflslamic retigious education
in characterandpersonatity building. Theprobkms are the muddestpoint oflslamic religious
education concept, the kss timefor internaKsyng lslamic values a>ell, mntent and evaluation
cognitivisme, heterogenous student's religousity and cyberspace influence. Therefore, lslamic
nligious education should be reformulated espedally in content domain, from enhandng
student's knoa>Udge to enrich affective domain and religious experience and awareness.
Moreover, it is important to make impressive karning by using actim karning strateges,
arranging expressive content e.g. using stides, photos, films of religious experience. Fifia//y,
to make sense of religious values nol only leads the teacher to improve and exph>re his
creativity in arrangng the impreaim content by him self, but also needs steakhoUer's back
up to solve thepn>bkms.- NUR SAIDAH 2013-07-09T13:33:59Z2013-07-09T13:33:59Zhttp://digilib.uin-suka.ac.id/id/eprint/8743This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/87432013-07-09T13:33:59ZPENDIDIKAN INSAN HAKIM DALAMAL QURAN FLPERSPEKTIF TAFSIR AI-TARBAWY-TEMATIK)The content of w>rd hikmah (ntisdom) is very meanin$ul and crudal both theoreticaljy
andpractically. Then many meanings ofhikmah (wisdom) an asfolhu>s mind-intelligence,
understanding (al-fahm) about causaUty of bw, the secret, theg>al of something, the utility
behind tke expKcit things / event and ethics, the agreement cf theory|word andpractice;
littU word but it is meaningful, ckar, right and incfadcd;justice, correctness; spiritually;
prophecy and tradition; courtesy, and the right action. The wisdom oumer (insan hakim) has
strategic roU in deciding the way of tife on the chalUngng and very competitive ghbal world.
Recoming wisdom owner (insan-hakim) is determinedabsolutely by the Godauthority, besides
the human initiation. For this, there are at kast threepilkirs in order to be a wisdom on>ner
(insan hakim) namelj sdentific theory, practical action, and moral spirituality. Sdentific
theorelic method is impossibU without intellectual and very ssrious motivation. Practical
action and live experience are useless without beingfolhwed by critical analysis andpractical
action does notguarantee and useUss without beingframed by spirituality and morality
powers. Problem and goai of this writing is aimed to construct the essence of hikmah
(wisdom) and the search of solution ofperforming insan hakim. Approach used is
interpretation of tbcmatic-tarbauy and the analysis uses educational thinking, namely
incorporative.- MARAGUSTAM SIREGAR 2013-07-09T13:36:44Z2013-07-09T13:36:44Zhttp://digilib.uin-suka.ac.id/id/eprint/8744This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/87442013-07-09T13:36:44ZPENERAPAN RISET EVALUASIDALAM BIDANG PENDIDIKAN: SEBUAH PEDOMAN PRAKTISEvaluation Research is an appKed soda/ sdence that devehping so fast non>dajs. It
devehps due to increasing society needs. The rcsults ofthis research an usedfor making
pubKc dedsions. The model ofevaluation that altered by reseanhers depend on the objective
ofevaIuation that they design. ClPPO model - one ofseveral existing evaluatian modelscan
be altered, because it can provide some informations more comprehensive and accurate.
Therefore this modelsuitson evaluating cducationprogram. The appKcation ofthis research
in education is not only based on the mmpnhensive model but aiso based on the compkte
methods.- MUHAMMAD AKHYAR 2013-07-09T13:39:00Z2018-02-28T07:03:44Zhttp://digilib.uin-suka.ac.id/id/eprint/8745This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/87452013-07-09T13:39:00ZPRINSIP PEMBELAJARAN TUNTAS MATA PELAJARAN PAIThe expectation of Uarningproccss u>ith mastery karning is to heighten student's
achievement overage uithin their study. It is done mth gving kaning quaKty, which is more
a|>propriate, uscfuI service, and to promde particubr boursfor tardy students in order they
compnhend compettncy standard and basic competeny. The concept sbows that the espedal
principks of mastery karning is to compnhend the aanpeten<y based on a certain criteria, a
systcmic and systematic approach, ffving guide and counseUng, and providing a adequate time- ICHSAN 2013-07-09T13:42:32Z2013-07-09T13:42:32Zhttp://digilib.uin-suka.ac.id/id/eprint/8747This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/87472013-07-09T13:42:32ZTRANSFORMASI MADRASAH SEBAGAI SEKOLAH UMUM BERCIRIKHAS ISLAMHistoricaUy theformat ofmadrasah institution has changedfrom time to time, even
radically. The birth, groa>th, and devehpment of madrasah could not be separated with
spreading lslam in archipekgo. Due to that, it can be understood that madrasah is currently
calkd the institution of lsfomic education. According to GovernmentAct No. 28 and 29/
1990, madrasah is calkd as lsfam Characteri%ed-Pubtic School. LzgaLly the existence of
madrasah is ckarer with the birth ofAct ofNational Education System in 2003.
This artick isfocused on mapping ofchalknges to implement tbepolicy in Kudus.
According to the writer, though 27 Madrasah Aliyah ft>ublic eitherprivate) in Kudtts apply
and refer to the national curriculumfrom Ministry of Religous Affairs fiioRA), but in its
impkmentation they have academic vision and orientation differentIy. Generally at least
there are three characteristics of MA in Kudus:firstkp, Mas are absoluUly the same with
SMA fl>ublic Senior High School), they are mainly PubKc Madrasah Alijah; secondly,
sakf-orienUd MA, they try to integrate lsLimic education with the ability to masteryelhwbooks
(kitab kuning), for instance MA Qudsiyah and MA TBS; and thirdly, MA
impkmenting standard curriculumfrom MoRA, there are 23 MAs, all of themprivate, in
this categ>ry.- SUPA'AT 2013-07-09T13:49:35Z2013-07-09T13:49:35Zhttp://digilib.uin-suka.ac.id/id/eprint/8748This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/87482013-07-09T13:49:35ZKEBIJAKAN OTONOMI DAERAH DAN IMPLIKASINYATERHADAP PENDIDIKAN MADRASAHIn the era of provincial autonomy, the madrasahs do not gain the autonomy as the
schools which are under the department of National education do. The constitution number
32, 2004, on theprovindalgovernment, stafes that one of its tasks isproviding the education.
Structurally, madrasahs with their lslamic characteristic$ under the department of religious
affairs are really not induded to be those wbich are given the autonomy.
Although the management of madrasahs is kept under the Department of Religious
Affairs, but now then is a newpolicy thatformerly madrasah werepurely managed by the
centralDepartment of R<etigiousAffairs, but now the newpolicy, deconsentration, has been
made, which means that the right to provide the madrasahs which was hekl by the central
government andpart of it isgiven to theprovmcialgovernment. This is mainly in relation
to the technicalaffairs in thefidd ofthefinandalsourse in theprovince.
However, not ailprovinces interpret the newpolicy in the same manner espedally in its
impelementation. In some provinces, there are still polides which are not concerned with
existence of madrasahs, either in the guidance of the institution, personality> finance or the
otherfadlities. This writing tries to analyse howfar the implication ofthis autonomy spolicy
and the decentrali%ation of the education to the madrasahs andftnd the laternatives to
solve it.- YUSUF HAKLM 2013-07-09T15:09:04Z2017-01-17T03:11:34Zhttp://digilib.uin-suka.ac.id/id/eprint/8749This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/87492013-07-09T15:09:04ZPENDIDIKAN AGAMAISLAM DAN PENGEMBANGAN SENIBUDAYA ISLAMEducation is one of cultureprocesses, therefore education can't he separatedfrom
culture and society. lntegrating art and cultural values in education, especially lslamic
education, willsupport the educationgoalin building student'spersonality, i.e, student$ wbo
are independent, self*confident andpossesses inner brilliance. Through the experience in
appreciating art work$ and cultural cekbration, for example, it is expected that the student
will sharpen theirfeelings and strengthen theirpersonalities. Espeaa//yfor teachers, they
need the art values and strategy to manage their cUus andpresentation, because teaching is
an art,
On the other hand, Iskmic educationpUtys the most important role in enlightening and
revitali%ing l$Umic cultural values which n>ill build up IsUimic civiU%ation in thefuture.
Through lsUunic education, the students can be influenced. Moreover with IsUitnic education
the lack and art|culture crisis will be solved by l$kmic and spiritual values involvement in
creating art and cutiure works.- NUR SAIDAH2013-07-09T15:37:37Z2013-07-09T15:37:37Zhttp://digilib.uin-suka.ac.id/id/eprint/8757This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/87572013-07-09T15:37:37ZSTRATEGI PENGEMBANGANMATERI PEMBELAJARAN SEJARAH KEBUDAYAANISLAMTbis paper attempts to offer development of instructional materials of History of
lskmic Cultttre. This devehpment isjustified hy thefact that in the Singk L#velEducational
Curriculum it is only standard competence and basic competence to be established, whik in
instructionalpractices, itsfurther establishment isperformed by teacher individuaUy. Since
one of characteristics of the shiftingfrom the 1994-curriculum to Competence-Based
Curricubim andftnally compkted into KTSP is the shifting in orientation, that isfrom
material-oriented to competence-oriented. lts basic assumption is that material-oriented 1994
curriculum repressing teachers and students to be engagng inftnishing sttbject materials as is
tvritten in textbooks, rather than emphasi%ing the importance of students' understanding
of the materials. This change in orientation impties the demand on teacher's creativity in
developing sub|ect materiak in the Instntctional Pkin arranged. The material devehpment
is aimed as a mediumfor competence achievement, startingfrom competence standard broken
dovm into basic competence and the basic competence that $hould be transUted by teachers
into lndicators. As a sdentific activity, material development isperformed in thefollowng
four steps: quoting Basic Competence and lndicators, creating competence anafysis columns,
tisting materials and material descriptions, writing the materials using re/iab/e references.- ROFIK 2013-07-09T15:41:51Z2013-07-09T15:41:51Zhttp://digilib.uin-suka.ac.id/id/eprint/8759This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/87592013-07-09T15:41:51ZTEORIKECERDASAN MAJEMUKHOWARD GARDNER DAN PENGEMBANGANNYA PADA METODE PEMBELAJARAN PENDIDIKAN AGAMA ISLAM UNTUK ANAK USIA SEKOLAH DASARAfCording to Howard Gardner> as the inventor of multiple intelligences theory,
intelligence is an abitity to solveproblems orfashionproducts, that are valued in one or more
cultural or community settings. For him, intelligence can be classifted into nine: linguutic,
logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal,
naturalist, and extstential. The development ofthe multiple intelligences can be done tbrough
active karning. In this context, a teacher has to create funny and humanist classroom to
optimi%e students' every intelligence. This article try to develop many strategies to teach
lslamic teaching in the elementary school. To implement the strategies, every teacher must
understand the characteristic of children, curriculum, and karning resources.- SITI RAHMAH 2014-10-29T07:44:22Z2016-09-17T05:52:52Zhttp://digilib.uin-suka.ac.id/id/eprint/14324This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/143242014-10-29T07:44:22ZKebijakan Perguruan Tinggi Negeri Yogyakarta Terhadap Penyandang DisabilitasThis study discusses the accessibility of university education in the four public universities in Yogyakarta; Indonesian Arts Institute (ISI), University of Gajah Mada (UGM),Yogyakarta State University (UNY), and State Islamic University (UIN) Sunan Kalijaga. Upto now, the disability groups have not got an equal access and the opportunity in a higher education. There are only a few students with disabilities that are accepted in Universities in Indonesia, because of physical limitations that would interfere the teaching-learning process in their classrooms. The research findings showed that the education systems in the UGM, Yogyakarta State University, and the ISI have a system of “integration”, while at UIN has led to the inclusion system, that is “accommodative” and has the ability to service for persons with disabilities.
Penelitian ini membahas tentang aksesibilitas pendidikan di perguruan tinggi di
empat perguruan tinggi negeri di Yogyakarta; yaitu Institut Seni Indonesia (ISI),
Universitas Gajah Mada (UGM), Universitas Negeri Yogyakarta (UNY), an Universitas Islam Negeri (UIN) Sunan Kalijaga. Sampai saat, kelompok masyarakat yang menyandang disabilitas masih belum memperoleh persamaan dan kesempatan dalam mengakses pada pendidikan tinggi. Hanya sedikit mahasiswa penyandang disabilitas yang diterima pada Perguruan tinggi di Indonesia, karena keterbatasan fisik yang akan mengganggu proses belajar-mengajar di kelasnya. Hasil penelitian menunjukkan baha pendidikan di UGM, UNY, dan ISI memiliki sistem “integrasi”,sedangkan di UIN telah memiliki sistem inklusi, yang “akomodatif”, dan mampu memberi layanan mahasiswa penyandang disabilitas.Akhmad Soleh2014-10-29T07:46:36Z2016-09-17T05:51:46Zhttp://digilib.uin-suka.ac.id/id/eprint/14326This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/143262014-10-29T07:46:36ZParadigma Baru Madrasah dalam Implementasi Kebijakan Kurikulum 2013Andi Prastowo2014-10-29T07:50:02Z2016-09-17T06:04:30Zhttp://digilib.uin-suka.ac.id/id/eprint/14327This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/143272014-10-29T07:50:02ZKebijakan Pendidikan Islam: Hibridasi Lembaga Pendidikan TinggiThis paper is going to discuss and to provide solutions for the problems of dualism policy in the Islamic higher education institution. The effort to integrate religious education and general education has not reached a satisfactory result. Several concepts have been offered, but they still leave the problems off dualism policy in the Islamic higher education institution. Therefore, I offer the concept of hybridization of higher educations. This endeavor is very urgent to be done because there is a tendency of Islamic higher education institutions and general higher education institutions to be more apart, although there are the offers of concept
of science Islamization, Islam as Science, or the integration and interconnection of science.
Tulisan ini hendak mempersoalkan sekaligus memberi solusi terhadap permasalahan dualisme kebijakan lembaga pendidikan tinggi islam. Upaya memadukan pendidikan agama dan pendidikan umum belum sampai pada kata memuaskan. Beberapa konsep sudah ditawarkan namun masih menyisakan persoalan berupa dualisme kebijakan lembaga pendidikan tinggi Islam. Oleh karena itu, saya menawarkan konsep tentang hibridasi lembaga pendidikan tinggi. Usaha ini sangat mendesak untuk dilakukan karena ada kecenderungan lembaga pendidikan tinggi Islam dan lembaga pendidikan tinggi umum justru semakin berjalan sendiri-sendiri, sekalipun sudah ada tawaran konsep tentang Islamisasi ilmu, Islam sebagai ilmu, ataupun
integrasi dan interkoneksi keilmuan.Andi Wahyono2014-10-29T07:54:26Z2016-08-27T04:52:37Zhttp://digilib.uin-suka.ac.id/id/eprint/14328This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/143282014-10-29T07:54:26ZKebijakan Pesantren Mu’adalah dan Implementasi Kurikulum di Madrasah Aliyah Salafiyah Pondok Tremas PacitanThis study is abaut the Mu’adalah Boarding School Policy and the Implementation of curriculum at the Islamic Senior High School (Madrasah Aliyah) Salafi Tremas Pacitan.The educational institution of the Islamic boarding school is an inseparable part of the nationally educational system. This changes the minset and point of view of the previous Islamic boarding school that was considered as a non-formal institution that did-not get good appreciation of its graduates. The research findings show that the mua’adah Islamic boarding shcool has been established as an institution that is equivalent to other formal
educational institutions by the ministry of religious. The status of Salafiyah Islamic
senior high school is stronger. Furthemore, it must be improved directly its educational
quality, teacher competences, and the curriculum implementation of theIslamic Senior
High School of Salafiyah Tremas Pacitan.Ara Hidayat2014-10-29T07:56:12Z2016-09-17T06:01:28Zhttp://digilib.uin-suka.ac.id/id/eprint/14329This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/143292014-10-29T07:56:12ZKebijakan Pendidikan Muhammadiyah Terhadap Ordonansi GuruMuhammadiyah always asserts itself as a social-religious organization to keep it from the (practical) political world. Here, the political potency does not mean that it is in the form of institutional involvement, but it is rather on the policy and the efforts of Muhammadiyah in changing or influencing any policy. The critical attitude of Muhammadiyah organization in moral movement is visible in giving response to policy that is in colonial literature is called the Godsdiensonderwijs. Muhammadiyah attitude toward the teacher ordinance policy is not carried out radically and confrontationally. Muhammadiyah political attitude looks elegant, flexible, and accommodating with a scheme of high politics and allocative politics.
Muhammadiyah senantiasa menegaskan dirinya sebagai organisasi sosial-keagamaan yang menjaga jarak dengan dunia politik (praktis). Potensi politik yang dimaksud di sini bukan dalam bentuk keterlibatan kelembagaan, tetapi lebih pada kebijakan dan upaya Muhammadiyah dalam merubah atau mempengaruhi setiap polese. Sikap kritis Organisasi Muhammadiyah dalam gerakan moral tampak dalam merespons kebijakan yang dalam literatur kolonial disebut Godsdiensonderwijs.Sikap Muhammadiyah terhadap kebijakan ordonansi guru tidak dilakukan dengan cara radikal dan konfrontatif. Sikap politik Muhammadiyah justru tampak elegan, lentur, dan akomodatif dengan skema politik tinggi dan alokatif.Farid Setiawan2014-10-29T07:57:32Z2016-05-16T07:27:30Zhttp://digilib.uin-suka.ac.id/id/eprint/14330This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/143302014-10-29T07:57:32ZPengambilan Kebijakan Berbasis Education Management Information System(EMIS)Education Management Information System (EMIS) is intended to provide real data to support the decision maker. The study aims to describe and analyze the implementation of EMIS in making decision in ‘Mapenda’ of the Ministry of Religious of ‘Gunungkidul’district. The results showed that EMIS that is as the basis of educational data base for making policy has not been able to use it well. Data of EMIS is only used as an initial data and it is done to cross-check through direct meetings or through telephone communication that requires a lot of time.The obstruction is the process of EMIS data collection that is done only at a certain time, so the data is not updated, the issues of EMIS application, the ability to manage EMIS, and the participation of headmaster with the data collection.
Education Management Information System (EMIS) dimaksudkan untuk memberikan data yang riil sebagai pendukung pengambil kebijakan. Penelitian bertujuan untuk mendeskripsikan dan menganalisis implementasi EMIS dalam pengambilan kebijakan di lingkungan Mapenda Kementerian Agama kabupaten Gunungkidul. Hasil penelitian menunjukkan bahwa EMIS sebagai basis pangkalan data pendidikan untuk pengambilan kebijakan belum mampu digunakan secara maksimal. Data EMIS hanya digunakan sebatas sebagai data awal dan dilakukan kroscek melalui pertemuan langsung maupun melalui komunikasi telepon sehinggamemerlukan banyak waktu. Hambatan tersebut adalah proses pendataan EMISdilakukan hanya pada waktu tertentu sehingga data tidak update, permasalahan aplikasi EMIS, kemampuan pengelola EMIS, dan partisipasi kepala madrasah dalam pendataan.Fuadi Aziz2014-10-29T07:58:52Z2016-09-17T05:48:56Zhttp://digilib.uin-suka.ac.id/id/eprint/14331This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/143312014-10-29T07:58:52ZKebijakan Perubahan Kurikulum 2013 dalam Menyongsong Indonesia Emas Tahun 2045This article is intended to express the basis of policy changes in curriculum 2013, the elements of changes, and the implications of changes in the 2013 curriculum learning system. The results show that the policy of the 2013 curriculum change is based on internal and external challenges that are faced by some Indonesianpeople in order to prepare for thier future generation that are much more productive, creative, innovative and affective. Curriculum policy in 2013 is intended to fulfill some existing shortcomings that are in the previous curriculum. Curriculum 2013 is compiled to develope and to strengthen attitudes, knowledge, and skills in a balanced way.The change of policy in 2013
regarding the four elements of curriculum changes are on Competency Standards (SKL),Content Standard (SI), Standard Process, and Assessment Standards. Furthermore, the learning system of curriculum policy changes in 2013 makes the impact on four issues, they arethe learning models of thematic-integrated, scientific approach, active strategies,and authentic assessment.
Artikel ini dimaksudkan untuk mengungkap dasar kebijakan perubahan kurikulum 2013, elemen-elemen perubahan, dan implikasi perubahan kurikulum 2013 dalam sistem pembelajaran. Hasil kajian menunjukkan bahwa kebijakan perubahan kurikulum 2013 didasarkan pada tantangan internal dan eksternal yang dihadapi oleh bangsa Indonesia dalam rangka menyiapkan generasi yang produktif,
kreatif, inovatif dan afektif. Kebijakan kurikulum 2013 dimaksudkan untuk
menyempurnakan berbagai kekurangan yang ada pada kurikulum sebelumnya.
Kurikulum 2013 disusun dengan mengembangkan dan memperkuat sikap,
pengetahuan, dan keterampilan secara berimbang. Perubahan kebijakan 2013
menyangkut empat elemen perubahan kurikulum yaitu pada Standar Kompetensi Lulusan (SKL), Standar Isi (SI), Standar Proses, dan Standar Penilaian. Sistem pembelajaran perubahan kebijakan kurikulum 2013 berdampak pada empat hal,yaitu model pembelajaran berupa tematik-integratif, pendekatan saintifik, strategi aktif, dan penilaian autentik.Imam Machali2014-10-29T08:00:26Z2016-09-17T06:02:32Zhttp://digilib.uin-suka.ac.id/id/eprint/14333This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/143332014-10-29T08:00:26ZModel Kebijakan Pendidikan Karakter di MadrasahThe behavior deviationism in almost of our daily activities has caused realization that“character education” is very important, and the fact that our education system failed to achieve its goals. Therefore, it looks asif there were no solutions – multidemention crisis.Education must be a solution of a nation to gain the true development and prosperity.To know what realy happen ini our educational system and practice, it was done aresearch, in the 29 Islamic Senior High Schools (MA) in Kudus. This reseacrh findingsshow that, the concept of character education has substantively the same concept with the system of Islamic school education (madrasah), its difference is only in the referable value. The concept of philosophocal character education refers to antropocentic, and madrasah refers to theocentris (religion). The socio-historic system of madrasah is realy
the model of character education or character based on character that is suitable with the condition in Indonesia.
Penyimpangan perilaku di hampir semua sektor kehidupan telah menimbulkan
kesadaran bahwa “pendidikan karakter” sangatlah penting, dan bukti bahwa
sistem pendidikan kita telah gagal mencapai tujuannya. Bahkan, kegagalan ini
seolah tidak ada jalan keluar – krisis multidimensi. Pendidikan seharusnya menjadi solusi bagi suatu bangsa untuk mengagapai kemajuan dan kemakmuran hakiki.Untuk mengetahui apa yang terjadi dengan sistem dan praktik pendidikan,dilakukan penelitian pada 29 Madrasah Aliyah yang ada di Kudus.Hasil penelitaian menunjukkan bahwa konsep pendidikan karakter sesungguhnya memiliki kesamaan substantive dengan system pendidikan madrasah, perbedaanya terletak pada nilai yang dapat dijadikan petunjuk. Konsep pendidikan karakter secara filosofis mengacu pada kebenaran antroposentris, dan madrasah merujuk pada teosentris (agama). Secara sosio-historis system pendidikan madrasah adalah model pendidikan karakter atau pendidikan berbasis karakter yang cocok untuk kondisi di Indonesia.Supa’at Supa’at2014-10-29T08:04:05Z2016-09-17T06:03:35Zhttp://digilib.uin-suka.ac.id/id/eprint/14336This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/143362014-10-29T08:04:05ZKebijakan Perguruan Tinggi Negeri Yogyakarta Terhadap Penyandang DisabilitasThis study discusses the accessibility of university education in the four public universities in Yogyakarta; Indonesian Arts Institute (ISI), University of Gajah Mada (UGM), Yogyakarta State University (UNY), and State Islamic University (UIN) Sunan Kalijaga. Upto now, the disability groups have not got an equal access and the opportunity in a higher education. There are only a few students with disabilities that are accepted in Universities in Indonesia, because of physical limitations that would interfere the teaching-learning process in their classrooms. The research findings showed that the
education systems in the UGM, Yogyakarta State University, and the ISI have a system of “integration”, while at UIN has led to the inclusion system, that is “accommodative”, and has the ability to service for persons with disabilities.
Keywords: Accessibility, Disability, State UniversitiesAkhmad Soleh