Abstract
AbstractThis research was conducted to analyze theimplementation and supervision of Islamic education inone of the conflict prone areas namely Central Lampungof Lampung Province. This research is a qualitativeresearch with a descriptive approach. In this study, fourMadrasah Tsanawiyah in conflict-prone areas in CentralLampung have been used as the research subjects andinformants. Samples were taken by purposive samplingand data were analyzed with qualitative analysis. Theresults of this study found out that there were nosignificant differences from the process of educationimplementation and supervision in conflict-prone areasand low-conflict areas in Central Lampung. The thingthat distinguishes between the two is in terms ofmanaging extracurricular activities which in low-proneareas tend to direct more extracurricular activities in thecultivation of Islam, even making the generalextracurricular become Islamic nuances. In addition, inthe process of supervising Islamic religious education inMadrasah Tsanawiyah, the role of school principals ismore dominant than school supervisors.Keywords: Islamic Education Implementation, IslamicEducation Supervision, Religious Behavior
Highlights
The results of this study found out that there were no significant differences from the process of education implementation and supervision in conflict-prone areas and low-conflict areas in Central Lampung
Bush and Diana Saltarelli, The Two Faces of Education in Ethic Conflict, Itally: Unicef, 2000 Marimba, Pengantar Filsafat Pendidikan Islam, Bandung : Al. Rosdakarya, 2002 Suwardi, Manajemen Pembelajaran Mencipta Guru Kreatif dan Berkompetensi, Surabaya, Temprina Media Grafika, 2007 Vernor Munoz, Delivering Education for Children in Emergencies, London: Cambridge, 2008
Summary
Pelaksanaan dan Pengawasan .... (Nurrohman) 211 generasi yang cerdas dan berintelektual tinggi. Tantangan globalisasi barat yang hegemonik telah menimbulkan berbagai dampak yang serius pada masa depan pendidikan Islam. Tantangan globalisasi barat yang hegemonik telah menimbulkan berbagai dampak yang serius pada masa depan pendidikan Islam. Realitas ini harus segera disadari oleh umat Islam dan lebih khusus lagi yang berkecimpung di dunia pendidikan.Untuk itulah perlu ada langkah taktis dan strategis yang bersifat antisipatif dan alternatif untuk membebaskan diri dari cengkeraman globalisasi Barat yang hegemonik.Langkah strategis itu meliputi; pemantapan visi dan misi yang berangkat dari penguatan pemahaman terhadap worldview (konsep nilai) Islam, Islamisasi ilmu pengetahuan kontemporer, dan perbaikan sistem pengelolaan lembaga pendidikan Islam. Pendidikan juga menjadi suatu tempat pengembangan dan perlindungan anak didik seperti yang disebutkan oleh Munoz sebagai “a source of protection in emergencies and as a key to development is growing”.5. Salah satu faktor yang mempengaruhi pelaksanaan manajemen pendidikan Islam adalah kondisi sosial masyarakat sekitar.Di berbagai daerah di Indonesia, kondisi sosial masyarakat secara umum dapat dikatakan cukup baik. Terjadinya konflik sosial bukan menjadi wacana baru khususnya di daerah Lampung. Provinsi Lampung mempunyai karakter yang lebih majemuk dibandingkan dengan daerah lain. Selain Etnik Lampung, terdapat juga penduduk pendatang yang berasal dari Etnik Bali, Jawa, Madura, Tionghoa, atau migrasi lokal dari
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