Graduate Competency Standards Research Articles

Ṭaṭbiqu Ta’līmi Darsi al Hiwāri fī al Madrasati al ‘Āliyati al Islāmiyyati al Ḥukūmiyyati bi Bayākumbūh Sūmatrā al Gharbiyyati

The Arabic learning process is directed to encourage, guide, develop, and foster students' Arabic language skills, Arabic language skills will also support students in understanding the sources of Islamic teachings, such as the Al-Qur'an and Hadith, and other books that use Arabic . In the Arabic learning process, it is expected that students will have good abilities in learning Arabic. To achieve the expected objectives, the Hiwar learning strategy is to use the Hiwar (conversation) method. The lesson material consists of fluency in speaking by using Arabic.This research is a field research in the form of descriptive qualitative research. Data collection was carried out by interview, observation and documentation. The data analysis used is descriptive in the form of secondary data and primary data. In analyzing the data, it begins with examining the data, after the data is collected then its contents are clarified and analyzed, then interpreted and concluded. The Arabic learning process at MAN 1 Payakumbuh has been implemented in accordance with the existing curriculum, based on Content Standards (SI) and Graduates Competency Standards (SKL), which explains that learning Arabic at Islamic Senior High School is a process of activities directed at encouraging, guiding, develop and develop fushha Arabic language skills, by prioritizing the ability to read and understand reading material. The ability to speak and compose sentences is aimed at strengthening reading skills, which is the main goal of learning, namely the ability to communicate as well as a provision for understanding Islamic teachings from the original sources, namely Al-Quran and Al-hadith. The conclusion of this study is that it turns out that students are still not able to carry out good faith in Arabic and cannot use it in daily conversations, because the learning strategies used are still not optimal due to the lack of media and supporting infrastructure that support the learning process of Hiwar. So that it hasn't got maximum results.

PENGARUH KEPERCAYAAN DIRI SISWA DALAM MENCAPAI STANDAR KOMPETENSI LULUSAN SMK JURUSAN TATA NIAGA

This research aims to determine the extent to which students have confidence in achieving graduate competency standards. The study was conducted by survey method using observation and questionnaires to 126 vocational students at the SMK Commerce in the City of Pekanbaru. The results of this research explained that in general, students’ self-confidence reached “graduated competency standard” at a moderate level (average = 3.57, STDV = .543). Which is there’s only 5 items from competency standards that have high self-confidence with percentage of 56,15%, while there’s 7 items that have moderate self-confidence with percentage of 43,85%. The results showed that the importance of growing students' confidence in achieving overall graduate competency standards, and it is expected that teachers also improve simulations in the learning process especially to improve 7 items in the competency standards so that high student confidence is achieved.

IMPLEMENTASI STANDAR ISI DALAM KURIKULUM 2013 DI SEKOLAH DASAR

The curriculum 2013 is a refinement of the previous curriculum KTSP. The curriculum development from KTSP to curriculum2013 had an impact on the changes in most learning systems. Changes in national education standards also affect the implementation of the curriculum 2013. In the implementation of the curriculum 2013 in primary schools, there were obstacles which, based on the results of the FGD with elementary school teachers in Kuningan, West Java, it was found that teachers were still experiencing difficulties in implementing the curriculum 2013. Content standards in the curriculum 2013 which are derived directly from graduate competency standards. This condition certainly hindered the achievement of the overall curriculum 2013 goals.The research method used in this research is case study. The study was conducted at public elementary schools located in Kuningan Regency, SDN Dukuhdalem, Japara District, SDN 1 Manislor, Jalaksana District, and SDN 1 Purwawinangun, Kuningan District. There are two types of research instruments used, observation sheets and interview guides. Qualitative data analysis is carried out interactively and takes place continuously at each stage of the study so that it is complete, and the data is saturated.The results of the study note that the money scope of the material on the spiritual attitude competence and social attitude competence face obstacles in terms of time in its implementation, the scope of the material on the competency of expertise faces obstacles in terms of costs in its implementation. As well as the scope of the material on knowledge competence faces obstacles in terms of monotonous material, the breadth of the material that is considered to be insufficient so that it does not meet the material requirements in the learning process, as well as the material which is considered incomplete in its implementation

IMPLEMENTASI STANDAR ISI DALAM KURIKULUM 2013 DI SEKOLAH DASAR

The curriculum 2013 is a refinement of the previous curriculum KTSP. The curriculum development from KTSP to curriculum2013 had an impact on the changes in most learning systems. Changes in national education standards also affect the implementation of the curriculum 2013. In the implementation of the curriculum 2013 in primary schools, there were obstacles which, based on the results of the FGD with elementary school teachers in Kuningan, West Java, it was found that teachers were still experiencing difficulties in implementing the curriculum 2013. Content standards in the curriculum 2013 which are derived directly from graduate competency standards. This condition certainly hindered the achievement of the overall curriculum 2013 goals.The research method used in this research is case study. The study was conducted at public elementary schools located in Kuningan Regency, SDN Dukuhdalem, Japara District, SDN 1 Manislor, Jalaksana District, and SDN 1 Purwawinangun, Kuningan District. There are two types of research instruments used, observation sheets and interview guides. Qualitative data analysis is carried out interactively and takes place continuously at each stage of the study so that it is complete, and the data is saturated.The results of the study note that the money scope of the material on the spiritual attitude competence and social attitude competence face obstacles in terms of time in its implementation, the scope of the material on the competency of expertise faces obstacles in terms of costs in its implementation. As well as the scope of the material on knowledge competence faces obstacles in terms of monotonous material, the breadth of the material that is considered to be insufficient so that it does not meet the material requirements in the learning process, as well as the material which is considered incomplete in its implementation

IMPLEMENTASI APLIKASI PEMBELAJARAN UNTUK ANAK BERBASIS ANDROID

Permendiknas No. 16/2007 concerning Academic Qualification Standards and Teacher Competence, Pedagogical Competence of 5th / Senior High School teachers says that "High School / Vocational Teachers must utilize information and communication technology for the benefit of learning". Reinforced in Permendiknas No. 41 of 2007 concerning Process Standards, in accordance with Graduates Competency Standards and Content Standards, the learning principle used in point 13 states that "Utilization of information and communication technology to improve the efficiency and effectiveness of learning". But now when the world is entering the era of the industrial revolution 4.0. or the fourth world industrial revolution where technology has become the basis in human life the use of information and communication technology for learning must begin at the Early Childhood Education level (PAUD) in order to be more interesting and interactive and increase children's interest and curiosity in what is taught . The method of applying science and technology used is mobile technology which is very popular at the moment, namely the Android-based children's learning application as an effort to increase knowledge and understanding as well as increase the learning interest of students in grades 2, 3 and 4 of Bereng Kajang Elementary School I. The purpose of this program is to increase knowledge and understanding and increase learning interest of students in grades 2, 3 and 4 of Bereng Kajang I Elementary School on various things including letters, numbers, colors, vegetables, animals, fruits, jobs and vehicles. Both in Indonesian and English pronunciation through the implementation / dissemination of learning applications for children based on Android. Keywords: Learning applications, Children, Android, Implementation

Financing Strategy for Modern Islamic Boarding School Al-Muwahidin Lelede in District Kediri, West Lombok

The purpose of this study is to describe the financing strategy of Modern Al-Muwahidin Lelede Islamic Boarding School in the administration of education. This type of research is a qualitative study with Grounded Theory. This research was conducted for six months starting from November to April 2019. The types of data in this study are primary data and secondary data. In this study the data was obtained by conducting several techniques or in the form of research instruments, namely observation, interviews and documentation, so as to obtain the information needed. Data collection techniques carried out by interview, observation, and documentation. The results showed that: 1) Education funding at the Modern Al-Muwahidin Lelede Foundation was sourced from the Government, private sector and entrepreneurial results. Funds coming from the government in the form of Operational Assistance Funds (BOS), Poor Student Assistance (BSM), DBO, and Special Allocation Funds (DAK), while funds from the private sector can be in the form of donations from parents of students and donations from donors, as well as Funds for entrepreneurship include, among others, the results of the business of eating and drinking santri, the results of the cooperative business of santri, the results of the mini market business and the results of the foundation's productive land processing. 2) The use of education funds is to finance eight education standards which include: content standards, process standards, graduate competency standards, teacher and education personnel standards, facilities and infrastructure standards, management standards, financing standards, and education assessment standards. 3) Accountability realization of the use of the budget carried out with an orderly administration, orderly targets, and orderly time. All forms of income and expenses are recorded in a cash book, accompanied by proof of payment and reported in accordance with applicable procedures.

A perspective on Councils on Chiropractic Education accreditation standards and processes from the inside: a narrative description of expert opinion, part 2: Analyses of particular responses to research findings

BackgroundThis is the second article reporting on a study that sought the views of people with extensive experience in Councils on Chiropractic Education (CCEs) on research that has raised concerns about variability in accreditation standards and processes for chiropractic programs (CPs) and chiropractic practice in general.MethodsThis qualitative study employed in-depth semi-structured interviews that consisted of open-ended questions asking experts about their thoughts and views on a range of issues surrounding accreditation, graduate competency standards and processes. The interviews were audio-recorded, and transcribed verbatim in June and July of 2018. The transcripts were reviewed to develop codes and themes. The study followed the COREQ guidelines for qualitative studies.ResultsThe interviews revealed that these CCE experts were able to discern positive and negative elements of the accreditation standards and processes. They were, in general, satisfied with CCEs accreditation standards, graduating competencies, and site inspection processes. Most respondents believed that it was not possible to implement an identical set of international accreditation standards because of cultural and jurisdictional differences. This was thought more likely to be achieved if based on the notion of equivalence. Also, they expressed positive views toward an evidence-based CP curriculum and an outcomes-based assessment of student learning. However, they expressed concerns that an evidence-based approach may result in the overlooking of the clinician’s experience. Diverse views were found on the presence of vitalism in CPs. These ranged from thinking vitalism should only be taught in an historical context, it was only a minority who held this view and therefore an insignificant issue. Finally, that CCEs should not regulate these personal beliefs, as this was potentially censorship. The notable absence was that the participants omitted any mention of the implications for patient safety, values and outcomes.ConclusionsExpert opinions lead us to conclude that CCEs should embrace and pursue the widely accepted mainstream healthcare standards of an evidence-based approach and place the interests of the patient above that of the profession. Recommendations are made to this end with the intent of improving CCE standards and processes of accreditation.

A perspective on Chiropractic Councils on Education accreditation standards and processes from the inside: a narrative description of expert opinion, part 1: Themes

BackgroundThe aim of this study was to report on key informant opinions of Councils on Chiropractic Education (CCE) regarding recent research findings reporting on improving accreditation standards and processes for chiropractic programs (CPs).MethodsThis qualitative study employed in-depth semi-structured interviews with key experienced personnel from the five CCEs in June and July of 2018. The interviews consisted of open-ended questions on a range of issues surrounding accreditation, graduate competency standards and processes. All interviews were audio-recorded, and transcribed verbatim. The transcripts were analysed to develop codes and themes using thematic analysis techniques assisted by NVivo coding software. The study followed the COREQ guidelines for qualitative studies.ResultsSix themes were isolated from the interview transcripts; they were: professional differences; keep it in the family; to focus on outcomes or be prescriptive?; more resources please; inter-profession integration; and CPs making ends meet. Most respondents saw a need for CCEs standards and processes to improve interdisciplinarity while at the same time preserving the ‘uniqueness’ of chiropractic. Additionally, informants viewed CCEs as carrying out their functions with limited resources while simultaneously dealing with vocal disparate interest groups. Diverse views were observed on how CCEs should go about their business of assessing chiropractic programs for accreditation and re-accreditation.ConclusionsAn overarching confounder for positive changes in CCE accreditation standards and processes is the inability to clearly define basic and fundamental terms such as ‘chiropractic’ and its resultant scope of practice. This is said to be because of vocal, diverse and disparate interest groups within the chiropractic profession. Silence or nebulous definitions negotiated in order to allow a diversity of chiropractic practice to co-exist, appears to have complicated and hindered the activities of CCEs. Recommendations are made including an adoption of an evidence-based approach to accreditation standards and processes and the use of expertise from other health professions. Further, the focus of attention should be moved away from professional interests and toward that of protection of the public and the patient.

Evaluation of Learning Outcome: Comparative Education Unit Level Curriculum with the 2013 Curriculum in MTsN 1 Medan

This study aims to describe the comparative implementation of learning outcome evaluations applied at MTsN1 Medan by using the 2013 KTSP and Curriculum 2013. The method used in this study is qualitative methodology. Data collection techniques consist of observation, interviews, and documentation. The research findings indicate differences in the assessment of learning outcomes between the KTSP curriculum and 2013 curriculum include aspects of application in the classroom, assessment aspects, aspects of the assessment system, aspects of assessment instruments, aspects of portfolio assessment concepts, aspects of report card format, aspects of value list format, aspects of competency achievement indicators, aspects of competency achievement indicators, aspects graduate competency standards, standard aspects of assessment and aspects of value ranges.

The Profile of the Scientific Communication of the Seventh-Grade Students

Scientific communication plays a role in delivering concepts, ideas, opinions, the process of an activity, results, conclusions, and recommendations from the source of information to the recipient. This communication is needed by the graduates from the educational unit. Thus, the government also includes this competence as one of the graduate competency standards. This study aimed to determine the profile of the scientific communication of the 7th grade students of junior high schools (SMP). The type of this research is qualitative research. The data were collected using questionnaires. The results showed that there were 8 students with excellent category, 5 students with good category, and 19 students with adequate category of scientific communication. This research can be used as a reference by the teacher to find out the profile of the scientific communication so that efforts can be made to improve scientific communication if it is still low.

MANAJEMEN KESISWAAN PADA SEKOLAH DASAR

This research aims to get the pattern of student management in Elementary Schools (SD) according to the Graduates Competency Standards (SKL). The study was conducted at Pertiwi Elementary School in Bogor city using qualitative methods with the type of case study research. Data collection techniques are carried out through interviews, observation, and documentation. Data analysis uses the Miles and Huberman Model which consist of data collection, data reduction, data presentation and verification or conclusion. Examination of the validity of the data using triangulation. The results showed: (1) Management of students was carried out starting from planning, student admission, student orientation, grouping / placement of students, reporting of evaluation results, level and non-level systems, mutations and drop out of students, special services for students, disciplinary coaching of students, student organizations, and graduations and alumni. (2) Teachers become pioneers in the management of students because they have an agent role in the progress of students' development.

REVIVAL TUJUAN PEMBELAJARAN PENDIDIKAN AGAMA ISLAM (PAI) DI ERA REVOLUSI INDUSTRI 4.0

Designing a learning, an educator is required to be able to formulate learning objectives clearly and firmly, so that the learning process is systematically well organized so that what is contained in the learning objectives can be as expected. The formulation of learning objectives should not be out of the procedure, must be based on graduate competency standards, core competencies, basic competencies and predetermined indicators. There are four procedures in preparing learning objectives, namely (1) audience; (2) behavior; (3) condition; (4) degree.

Characteristics of Electricity Competency Test at Vocational High School

One of the requirements to be able to enter the business world and industry in the electricity sector is the existence of an electricity competence certificate. The electricity competency certificate is obtained after passing the electricity competency test. The electricity competency certificate is given by the Vocational High School in recognition of students who are declared competent to conduct electricity work through the electricity competency test process conducted by creditable education units and professional certification bodies. Expert competence test or often referred to as UKK is one part of the National Examination that aims to; (1) measure the achievement of students' competencies in accordance with the competencies taken; (2) facilitate students who will complete their education for graduation from education units; (3) optimizing the implementation of competency certification oriented to the achievement of vocational graduation in accordance with the Indonesian National Qualification Framework; (4) and facilitate business and industry cooperation so that the competence of graduates is in accordance with what is needed by the business world or the industrial world. The results of the competency test become indicators of the graduate competency standards contained in the Minister of National Education Regulation No. 28 of 2009, while for stakeholders will be used as information on the competencies of the workforce or vocational high school graduates. This study has following objective; (1) describe competencies in competency testing, (2) describe criteria for competency skills testing programs that are more effective, efficient, so that graduates in the Vocational High School receive full recognition from the business and industrial world.

AN ANALYSIS OF SENIOR HIGH SCHOOL STUDENTS’ MATHEMATICS COMPETENCY IN THE FREE TRADE ZONE OF RIAU ISLANDS PROVINCE, INDONESIA

This study is intended to provide an analysis of the competency map of senior high school students in the Final National Exam (FNE) for mathematics subject in Free Trade Zone (FTZ) of Riau Islands province. Sample was determined by examining secondary data in the form of 2014 Final National Examination (FNE) results published by the Education Assessment Center of the Ministry of Education and Culture of the Republic of Indonesia in the FTZ of Riau Islands Province, namely Batam, Bintan, and Karimun regencies. Criteria of sample determination were schools with lower Graduate Competency Standards (GCS) than the regency/city GCS, distribution of public or private schools, and distribution of school locations, with a total sample of 37 schools. The research was conducted by using descriptive statistical method to gain a description of the senior high school students’ competency in mathematics subject based on their FNE scores. The findings of this research can be made input and consideration for schools and government to improve the quality of education through analysis of the FNE results. The research results show that low GCS achievements were found in geometry and trigonometry topics, especially in the skills of determining position, distance, and magnitude of angles involving points, lines, and fields in solid geometry. The mean percentage of GCS mastery in the FTZ was 22.86%, with Batam 26.02%, Bintan 18.66%, and Karimun 18.72%. The result of the interview shows that the low GCS is caused by the lack of teaching media in the visual forms or simulators to build students’ understanding and limited time allocated in teaching. The solution recommended to solve this problem is by applying ICT-based learning to improve students’ understanding of geometry and trigonometry materials and also the use of video conferencing during mathematics teacher working group meetings.

Achieving Graduate Competency Standards: Impact of The Excellence Program

The purpose of this paper is to reveal the results of the efforts and strategies to improve the quality of graduates in achieving competency standards in FTIK ( Fakultas Keguruan dan Ilmu Pendidikan /Faculty of Education and Teacher Training) at The State Islamic University of Malang, Indonesia. The existing challenge today, namely the ASEAN Economic Community (AEC) in which the human resources with special requirements, is to be able to compete and work at any positions wherever they want. An Islamic college, particularly the FTIK where the prospective educators are “born”, should be able to produce graduates who have both national and international qualifications. As a result, it demands the necessary management and strategies to achieve SKL ( Standar Kompetensi Lulusan / Graduate Competency Standard). This study uses qualitative approach with field research type. Strategies to guarantee the quality of graduates done through tight assessment, provision of extra programs that can improve the students' academic quality, continuous assessment, and the students’ scientific work must be written in either English or Arabic. Excellence program has a positive impact either on students who want to continue to pursue higher education or students who choose to work. The graduates of excellence programs are proven to have tough mentality as well as high work ethics.

Analysis of Blended Learning Implementation on Waste Treatment Subjects in Agricultural Vocational School

Waste treatment is one of the productive subjects in vocational high school in programs of Agricultural Processing Technology which is one of the objectives learning has been assigned in graduate competency standards (SKL) of Vocational High School. Based on case studies that have been conducted in SMK Pertanian Pembangunan Negeri Lembang, waste treatment subjects had still use the lecture method or conventional method, and students are less enthusiastic in learning process. Therefore, the implementation of more interactive learning models such as blended learning with Edmodo is one of alternative models to resolve the issue. So, the purpose of this study is to formulate the appropriate learning syntax for the implementation of blended learning with Edmodo to agree the requirement characteristics of students and waste treatment subject and explain the learning outcome obtained by students in the cognitive aspects on the subjects of waste treatment. This research was conducted by the method of classroom action research (CAR) with a Mc. Tagart model. The result from this research is the implementation of blended learning with Edmodo on the subjects of waste treatment can improve student learning outcomes in the cognitive aspects with the maximum increase in the value of N-gain 0.82, as well as student learning completeness criteria reaching 100% on cycle 2. Based on the condition of subject research the formulation of appropriate learning syntax for implementation of blended learning model with Edmodo on waste treatment subject are 1) Self-paced learning, 2) Group networking, 3) Live Event- collaboration, 4) Association - communication, 5) Assessment - Performance material support. In summary, implementation of blended learning model with Edmodo on waste treatment subject can improve improve student learning outcomes in the cognitive aspects and conducted in five steps on syntax.

KEPALA SEKOLAH SEBAGAI PEMIMPIN PERUBAHAN DI SEKOLAH MENENGAH KEJURUAN UNTUK MENDUKUNG IMPLEMENTASI KURIKULUM 2013

Principals as managers in schools, especially in vocational schools, face the challenge of changing the implementation of the 2013 curriculum. Preparedness is to recognize elements of change with open attitude, increase knowledge and skills in order to manage change so that schools become adaptive to change. This fundamental change in the 2013 curriculum is known as the element of change, which includes the Graduate Competency Standards, Content Standards, Process Standards and Assessment Standards. As the leader of change, the headmaster of SMK has a concern for the improvement of his "followers" performance and develops his potential followers to reach the highest potential. For that the headmaster of SMK in leading the change must have the characteristics: can be an example, inspiring, stimulating to creative, and pay attention to individual needs of its followers. Through its role as a change leader, the headmaster of SMK gradually builds awareness of urgency to change, mobilizes TPS, develops vision and strategies that reflect the implementation of the 2013 curriculum, communicates the vision continuously, empowers the citizens of schools for the implementation of the 2013 curriculum, generates short-term success, consolidate, and develop a school culture that supports the implementation of the 2013 curriculum.

KEPALA SEKOLAH SEBAGAI PEMIMPIN PERUBAHAN DI SEKOLAH MENENGAH KEJURUAN UNTUK MENDUKUNG IMPLEMENTASI KURIKULUM 2013

Principals as managers in schools, especially in vocational schools, face the challenge of changing the implementation of the 2013 curriculum. Preparedness is to recognize elements of change with open attitude, increase knowledge and skills in order to manage change so that schools become adaptive to change. This fundamental change in the 2013 curriculum is known as the element of change, which includes the Graduate Competency Standards, Content Standards, Process Standards and Assessment Standards. As the leader of change, the headmaster of SMK has a concern for the improvement of his performance and develops his potential followers to reach the highest potential. For that the headmaster of SMK in leading the change must have the characteristics: can be an example, inspiring, stimulating to creative, and pay attention to individual needs of its followers. Through its role as a change leader, the headmaster of SMK gradually builds awareness of urgency to change, mobilizes TPS, develops vision and strategies that reflect the implementation of the 2013 curriculum, communicates the vision continuously, empowers the citizens of schools for the implementation of the 2013 curriculum, generates short-term success, consolidate, and develop a school culture that supports the implementation of the 2013 curriculum.

SEKOLAH ISLAM ELIT DAN UNGGUL (Kajian Historis dan Perkembangannya)

In the early 1990s, several Islamic schools began to declare themselves as elite and excellent Islamic schools. Excellent Islamic schools provide a new paradigm in the history of Islamic education in this country. Islamic education which was initially only oriented to the interests of the ukhrawi, has now begun to touch worldly aspects and began to position the fields of science and technology at a strategic level. The first excellent Islamic school was the al-Azhar and then followed by the al-Izhar in Pondok Labu Jakarta, Cendikia Senior High School Serpong, Madania High School in Parung, LPI Sabilillah Malang, and MI Murni Sunan Drajat Lamongan. To see the quality of excellent or high-quality schools, schools must achieve a minimum of National Education Standards which include: 1. Graduates Competency Standards; 2. Content Standards; 3. Educators and Education Personnel Standards; 4. Process Standards; 5. Facilities and Infrastructure Standards; 6. Financing Standards; 7. Management Standards; 8. Educational Assessment Standards. This is the minimum requirement for becoming a quality or excellent school, when the National Education Standards have been met, the quality standards of education can be carried out in the form of: a. Quality standards based on local excellence b. Quality standards that adopt or adapt international curriculum standards, or other quality standards. Keywords : Islamic, elite, excellent schools

EVALUASI PROGRAM PENDIDIKAN KECAKAPAN HIDUP PERKOTAAN (STUDI PADA LEMBAGA KURSUS TATA RIAS DI TANGERANG SELATAN)

<p>This study aimed to evaluate the achievements of the Urban Life Skills Education program by course institutions bridal makeup and analyze the factors that affect achievement Urban Life Skills Education program by institutions bridal makeup courses in South Tangerang city administration. Quantitative research approach is by using chi-square method. Results showed successful achievement by demonstrating the value of 95% for South Tangerang City. While the success of Makeup Bridal based Graduates Competency Standards reached 73.3% Factors that affect the achievement of program Life Skills Education Urban by course institutions bridal makeup in South Tangerang City among others Competency Standards Graduates Makeup Bride Junior and teaching and learning Non-formal Education by Life Skills Education that includes: theory, practice and education of character.</p>